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What does the year comprise of?

A research component (making up 70% of the final mark):

  • Research project – to be written up as a dissertation. Current research projects available can be found here.

A taught component (making up 30% of the final mark), comprising:

  • Mandatory Short Course on generic aspects of research (organized by the BMedSci Coordinator) – one piece of coursework on ethics. 
  • 8-week course on Statistics delivered by Dr. Steven Julious from ScHARR – one piece of coursework. 
  • Special taught experience in the discipline hosting the student (organised by Head of Unit/department or supervisor)

Research Projects

To help you choose the correct project for you, each project has been categorised into the following:

Lab/Bench Project

Medical science projects that take place primarily in academic laboratories or research centres. Students taking these sorts of projects will expect to learn how to conduct scientific experiments, including learning specific lab techniques, with a view to producing quantitative data and results. 

Clinical Project

Projects that take place primarily in the clinical environment or are concerned with patient data. Students taking these sorts of projects will expect to learn how to recruit patients for clinical research or learn how to collate and analyse clinical data, with a view to producing quantitative data that will improve patient outcomes or the clinical management of certain conditions. 

Qualitative/Non-Lab based

Projects in this category include medical education research or those projects that seek to understand patient perceptions of treatment or their experience of clinical conditions. Students taking these sorts of projects will expect to learn qualitative research techniques, with a view to producing results that might impact on clinical policies or academic theories of education. 

Medical Humanities

These projects are part of a new endeavour by the Sheffield Medical Humanities Centre to look at how medicine and the humanities interact and overlap. Projects in this category include historical analyses of medical texts and practitioners as well as comparing patient accounts of illness with literary depictions of clinical situations to consider how the latter can improve the patient experience. 

Research Ethics Course

Dr Jennifer Walsh

This course will provide an overview of research ethics, its place in the regulatory framework for the UK, and an outline of the current process to obtain a favourable opinion.
The course will contain a session on an Overview of research ethics in the UK and 2 tutorials on Ethical Applications. The course is worth 10% of the BMedSci mark and has an assignment of Short Answer Questions and patient information sheet and consent forms.
Learning Outcomes:

  • An understanding of the principles of research ethics, and ethical deliberation
  • An understanding of the regulatory framework for research in both Universities and NHS in England
  • An understanding of the role and purpose of the National Research Ethics Service (NRES) and Regional
  • Ethics Committees (RECs) as well as University Research Ethics Policy
  • A Practical understanding of what is involved in making an application to REC

Statistics Teaching Course

Professor Steven Julious

The Introduction to Statistics Course, organised by Professor Steven Julious in ScHARR, will run over 8 weeks starting in September. It will comprise of twice-weekly lectures, tutorials and practical sessions. A separate timetable for this course will be available on Minerva. During this course, students will be issued with their statistics assignment. The course is worth 20% of the of the BMedSci mark.
From bench to bedside to make any clinical evaluation you need statistics. From reading a journal article through to undertaking primary research, statistics is the main tool to quantify the evidence. It is important therefore for anyone undertaking clinical research to have an understanding of statistics.
The statistics module Statistics for the Health Sciences reflects the reality of clinical research. It initially starts by introducing basic statistical concepts. This allows for reading of statistics in published articles and for attendees to be “consumers” of statistics.
The course then does a short course in the statistics package SPSS and transitions the attendees from “consumers” to “doers” of statistics. Throughout there is a practical focus on the course illustrating for example how SPSS can produce publication quality graphs and tables which can be seamless transferred into a research report.
By the end of the course attendees should be able to: read and understand statistics in journal articles; set up a database and enter data; produce tables and figures to summarise data; undertake analysis of data.
The practical statistical skills taught should assist attendees both their intercalated degree projects and in their future careers