PY3CNE: Clinical Neuroscience

Module code: PY3CNE

Module provider: Psychology; School of Psych and Clin Lang Sci

Credits: 20

Level: Level 3 (Honours)

When you'll be taught: Semester 1

Module convenor: Mr Nicholas Hedger, email: n.hedger@reading.ac.uk

Module co-convenor: Dr Katie Gray, email: k.l.h.gray@reading.ac.uk

Pre-requisite module(s): BEFORE TAKING THIS MODULE YOU MUST TAKE PY2RMP (Compulsory)

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: Yes

Talis reading list: Yes

Last updated: 19 September 2024

Overview

Module aims and purpose

Ever wondered what happens when the brain performs atypically? In this module, you will delve into the captivating realm of Clinical Neuroscience! Discover and understand diverse methodologies, dissect, criticise and propose empirical research, and navigate the challenges in studying clinical populations. By the end of the module, you'll not only uncover the secrets of atypical human functioning but also develop practical insights and research skills essential for addressing real-world clinical challenges. 

Module learning outcomes

By the end of this module, it is expected that students will be able to: 

1. Analyse the contribution of different methodologies to understanding atypical human functioning. 
2. Critically evaluate published empirical research on core topics in clinical neuroscience. 
3. Apply this knowledge and understanding to the development and communication of novel research designs to an academic audience. 

Module content

The module begins by introducing students to the fundamental principles of neuroscience, emphasizing the relevance of neuroscientific methods in understanding brain structure, function, and behaviour. Students will explore neuroimaging techniques such as fMRI, EEG, as well as behavioural tasks, learning how these methods offer insights into functioning in healthy individuals, patients with neurological disorders and in explaining trait-level individual differences along the non-clinical spectrum. 

A key focus of the module will be the exploration of various experimental designs classically used in clinical neuroscience, primarily via detailed analysis of classic and more contemporary exemplary papers. Among these exemplars, students will explore developmental conditions such as autism, pervasive public health problems such as anxiety, depression and chronic pain as well as rare conditions resulting from targeted brain damage (e.g. prosopagnosia, blindsight, neglect).   

The module will primarily span BPS core areas of Biological psychology, Individual Difference, Research Methods and Conceptual and Historical Issues in Psychology.

Structure

Teaching and learning methods

This module is taught via 10, two hour lectures. 

Four of these lectures will be supplemented by a one-hour seminar with the goal of expanding upon the taught content and providing exercises to prepare for the assessments. 

Material will be supported by recommended reading, inclusive of core textbooks and empirical papers contained within a curated online reading list. Web-based digital resources (e.g. videos, google colab notebooks, online applications such as neurosynth and excalidraw) will also be used to explore methodological concepts during seminar sessions. Lecture based sessions will leverage digital quiz and polling tools (e.g. menti) to receive interim feedback and assess learning.  

Study hours

At least 25 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 40% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

As preparation for the poster assignment, students will prepare/deliver brief group presentations in seminars where they critically evaluate an empirical paper, suggesting constructive improvements for the study and will receive verbal feedback on this. Formative feedback from peers during the poster conference will inform students approach to the final poster submission.  

As preparation for the SAQ exam, in seminar session students will be invited to prepare an essay plan in groups for which each group will receive formative feedback. More generic feedback common to all essay plans will also be provided in the following seminar. 

Reassessment

Additional costs