How do our senses really work? What happens when they go wrong? And how can we treat diseases or conditions that affect them? As part of the Sheffield Neuroscience research institute, our sensory neuroscience experts are working to answer these questions through multidisciplinary research projects covering vision, hearing and nociception.
Current research here in Biomedical Science is exploring therapies to repair damaged cochlea nerve fibres, visual information processing using drosophila and zebrafish model organisms, and potential treatments for chronic pain.
Students have access to outstanding, purpose-built facilities such as our Drosophila and Zebrafish Facilities, where studies of model organisms are helping researchers to identify human disease pathways. We also host state-of-the-art light microscopy and electron microscopy facilities, drug and RNAi screening facilities, and proteomics and single cell omics facilities. This means we can provide training in the analysis of biological systems from the molecular and cellular level to tissues and whole organisms.
Course Director: Professor Steve Winder
If you have any questions about this course, contact our admissions office: email@example.com | +44 (0)114 222 2319
You can also visit us throughout the year:
|About the course||
This 12-month course has been built around our expertise in sensory neuroscience to offer specialist practical and lecture modules on the neurological pathways that control our senses. Possible topics include developmental genetics, developmental neurobiology and computational neuroscience – a full list of current modules is given below. You'll also get training in the skills every professional scientist needs, such as research ethics and literature analysis.
The biggest part of your degree will be your research project. You'll be based in our Sensory Neuroscience centre as part of Sheffield Neuroscience, working alongside professional scientists, and under the supervision of one of our academic staff. They'll train you to use the specialist equipment that you'll need to complete your project, with access to animal genetic models of disease as well as electrophysiology, regenerative medicine and computer simulation tools. They'll also provide support to help you design your experiments, analyse your results and present your findings.
Throughout your degree, you'll be taught through lectures, practical sessions and lab placements. The course is designed to build on your undergraduate studies or related work experience so that you can gain the specialist knowledge and practical skills required for a great career in neuroscience, including further study at PhD level.
Example projects include:
Read more about this course on the University of Sheffield's webpages for postgraduate students:
For this course, we usually ask for a good upper second class (2:1) honours degree, or equivalent, in a biomedical or related subject such as biochemistry, genetics, zoology, cell biology or biochemistry. Applicants with relevant work experience and good academic potential are also encouraged to apply.
We can also accept equivalent qualifications from other countries. You can find out which qualifications we accept from your country on the University's webpages for international students.
If you don't meet our entry requirements, our International College offers a Pre-Masters in Science and Engineering. The programme is designed to develop your academic level in your chosen subject, introduce you to the study skills that will be vital to success and help with language if you need it.
English Language Requirements
If you have not already studied in a country where English is the majority language, it is likely that you will need to have an English language qualification.
You can find out whether you need to have an english language qualification, and which other English language qualifications we accept, on the University's webpages for international students.
The English Language Teaching Centre offers English language courses for students who are preparing to study at the University of Sheffield.
|Fees and funding||
Up-to-date fees and funding opportunities can be found on the University of Sheffield's webpages for postgraduate students. These may include scholarships for home and international students and a 10% discount for University of Sheffield graduates.
Core modules – students take all four:
Evaluation of Research Information
Before starting on the laboratory component of their research, project students must undertake an in depth survey of the literature relevant to the project and prepare a research proposal. Students will be required to carry out an exhaustive search of material relevant to their project using the resources of the University, including the web. This will involve primarily private study by the student under the direction of the project supervisor who will meet with the student at regular intervals to ensure satisfactory progress.
|Laboratory Research Project||
The unit aims to provide students with experience of laboratory research and develop their practical and organisational skills required for a career in science. Students undertake a project related to their area of specialization which reflects the research activities in the Department. Projects will run in the laboratories of the research groups and although students will have contact with various staff, each student will have an identified member of staff as their project supervisor. Students will gain experience of experimental design and execution and in the collation, interpretation and presentation of data. Assessment of the project will be based on; a written report, laboratory performance, delivery and defence of an oral presentation, a poster presentation and an oral examination.
|Critical Analysis of Current Science||
This unit is designed to develop the student’s ability to read and understand the scientific literature relating to their own research area and also enable them to integrate their own work into the wider scientific field. The unit consists of three components; a tutorial/seminar programme of up to 16 tutorial sessions designed to develop student skills in reading, understanding and criticising scientific literature; attendance at departmentally organised review lectures covering broad areas of science delivered by internationally recognised scientists; participation in all support sessions provided by the research groups in support of their research programme. Each component would be assessed separately with written reports, some undertaken under formal examination conditions.
|Ethics and Public Awareness of Science||
This unit introduces an outline of the legislative limitations and ethical influences on biomedical science. It will address how these are influenced by public attitudes and explore how these, in turn, are influenced by the scientific community. The unit will contain a factual and objective core, however students will be encouraged to explore, develop and express their own beliefs and value systems.
Practical modules – students take both:
|Practical Developmental Genetics||
The practical unit aims to provide students with experience of research techniques in developmental biology. Students will perform experiments designed to reveal molecular and cellular principles underpinning developmental mechanisms. Emphasis will be placed on exploiting classical genetic and molecular resources available in model organisms such as zebrafish, Drosophila melanogaster, and chick for studying gene function in development. Students will gain experience of performing experimental work, data collection and interpretation of results.
This module aims to introduce students to a range of laboratory techniques. Students are given the principles of tissue culture, basic sterile technique and the aseptic preparation of buffers and media. Reference is made to the special requirements of neural cell culture. They will also gain experience of cell culture together with training in aspects of cryostat and paraffin section preparation. Class practical sessions utilise student-prepared sections and cells to perform standard histochemical and immunohistochemical procedures, and different methods for tract tracing within nervous system tissue. Images derived from the practicals are analysed using computer based image processing techniques.
Numbers of participants may be restricted on practical modules in order to maintain an effective laboratory learning experience.
Lecture modules – students choose two:
This module covers the adult function and functional development of auditory, visual and whisker systems, including sensory transduction, signal selectivity and information coding. It will focus primarily on the periphery but will include representation of information in central pathways, with attention to animal models including mammals, fish and flies. The aims will be to show how physiological and developmental mechanisms combine to create the exquisite structural and functional tuning of sensory systems to the external world and how complex sensory information is encoded in the nervous system. Special attention will be given to comparative analysis of auditory and visual systems.
This module starts by outlining some major methodological principles in computational neuroscience including the difference between approaches which are more bottom-up (biologically grounded) and those which are more top-down (algorithm-based). The rest of the module is devoted to the more bottom-up view and deals first with single neuron models including: leaky-integrate-and-fire, conductance-based, and reduced model neurons. It then goes on to deal with other structural levels of description - microcircuits, systems, and embodied or robotic models. While specific brain systems are used as a vehicle for exposition, the emphasis is always on methodological issues - how models can be built, tested and validated at each level.
This course examines the mechanisms that underlie development of the nervous system during embryogenesis. Examples will be described from a variety of model organisms to introduce key steps in the establishment of the CNS and PNS, steps that include neural induction, neural patterning, early segregation of CNS and PNS, the establishment and refinement of connectivity in the nervous system. Recent research from teachers of this course, and from both the classical and current literature is used to analyse and evaluate theories and mechanisms of establishment of the functional nervous system.
The modules listed above are examples from the current academic year. There may be some changes before you start your course.
The content of our courses is reviewed annually to make sure it's up-to-date and relevant. Individual modules are occasionally updated or withdrawn. This is in response to discoveries through our world-leading research, funding changes, professional accreditation requirements, student or employer feedback, outcomes of reviews, and variations in staff or student numbers.
Some optional practical and lecture modules share the curriculum with final year undergraduates.