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Unit outline_

SOMS4101: Research Skills for Medical Sciences

Intensive August, 2023 [Block mode] - Camperdown/Darlington, Sydney

We face major health challenges in today's society that require new insights and approaches from bright minds. Tackling the big questions in medical sciences and health requires the research skills that will inform tomorrow's health outcomes for individuals and populations. Immersed in a multidisciplinary medical science and health research environment, you will develop the core skills required to undertake laboratory, clinical and population health research. You will learn to design, execute and evaluate studies, and to scrutinise data and research outcomes. You will work individually and collaboratively in small teams of students from different areas of specialisation to learn theoretical and practical aspects of specific research techniques, as well as the ethical and regulatory frameworks relevant to medical and health research. This unit of study will equip you with knowledge and skills that will enable you to play an active role in finding meaningful solutions to difficult problems in a technical or research setting.

Unit details and rules

Academic unit Department of Medical Sciences
Credit points 6
Prerequisites
? 
None
Corequisites
? 
None
Prohibitions
? 
None
Assumed knowledge
? 

A major in one of the following areas: Applied Medical Science; Immunology and Pathology; Biochemistry and Molecular Biology; Biology; Microbiology; Cell and Developmental Biology; Infectious Diseases; Pharmacology; Medicinal Chemistry; Neuroscience; Physiology; Anatomy and Histology; Genetics and Genomics; Quantitative Life Science

Available to study abroad and exchange students

No

Teaching staff

Coordinator Najla Nasr, najla.nasr@sydney.edu.au
Type Description Weight Due Length
Tutorial quiz WHS
Multiple choice Questions
5% Week 03
Due date: 31 Jul 2023 at 13:00

Closing date: 31 Jul 2023
10 minutes
Outcomes assessed: LO3 LO8 LO7 LO5
Tutorial quiz Human and Animal Ethics
Multiple Choice Questions
5% Week 03
Due date: 03 Aug 2023 at 13:00

Closing date: 03 Aug 2023
10 minutes
Outcomes assessed: LO8
Tutorial quiz Introduction to Biostatistics
Multiple Choice Questions
10% Week 04
Due date: 06 Aug 2023 at 23:59

Closing date: 06 Aug 2023
60 min
Outcomes assessed: LO10
Assignment Research Integrity
Short Answer Questions
5% Week 04
Due date: 06 Aug 2023 at 23:59

Closing date: 06 Aug 2023
1h
Outcomes assessed: LO8
Tutorial quiz Week 4: In Class Assessment
MCQ, long and short answers for each module chosen in Weeks 4, 5 and 6
30% Week 07
Due date: 29 Aug 2023 at 14:00

Closing date: 29 Aug 2023
1.5 hours
Outcomes assessed: LO1 LO11 LO10 LO8 LO7 LO6 LO5 LO4 LO3 LO2
Assignment 3x Reports or Case Studies for the selected modules in weeks 4, 5 and 6.
3 Reports/case studies for modules in weeks 4-6. Worth 15% each. Total 45%.
45% Week 10
Due date: 10 Sep 2023 at 23:59

Closing date: 10 Sep 2023
2-3 pages/reports 5-10 LAQ/case studies
Outcomes assessed: LO1 LO4 LO7 LO9 LO10 LO11

Assessment summary

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name

Mark range

Description

High distinction

85 - 100

At HD level, a student demonstrates a flair for the subject as well as a detailed and comprehensive understanding of the unit material. A ‘High Distinction’ reflects exceptional achievement and is awarded to a student who demonstrates the ability to apply their subject knowledge and understanding to produce original solutions for novel or highly complex problems and/or comprehensive critical discussions of theoretical concepts.

Distinction

75 - 84

At DI level, a student demonstrates an aptitude for the subject and a well-developed understanding of the unit material. A ‘Distinction’ reflects excellent achievement and is awarded to a student who demonstrates an ability to apply their subject knowledge and understanding of the subject to produce good solutions for challenging problems and/or a reasonably well-developed critical analysis of theoretical concepts.

Credit

65 - 74

At CR level, a student demonstrates a good command and knowledge of the unit material. A ‘Credit’ reflects solid achievement and is awarded to a student who has a broad general understanding of the unit material and can solve routine problems and/or identify and superficially discuss theoretical concepts.

Pass

50 - 64

At PS level, a student demonstrates proficiency in the unit material. A ‘Pass’ reflects satisfactory achievement and is awarded to a student who has threshold knowledge.

Fail

0 - 49

When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

  • Deduction of 5% of the maximum mark for each calendar day after the due date.
  • After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

WK Topic Learning activity Learning outcomes
Week 02 Introduction to SOMS4101 Lecture (1 hr) LO6
Week 03 1. WHS Online class (3 hr) LO3
2. Research Integrity Workshop (2 hr) LO8
3. Introduction to Biostatistics Workshop (2 hr) LO7 LO10
3. Introduction to Biostatistics Lecture (4 hr) LO7 LO10
4. Human and Animal Ethics Online class (2 hr) LO3 LO5 LO7 LO8
4. Human and animal Ethis Online class (2 hr) LO8
Week 04 1. PCR and Genomics Lecture (6 hr) LO1 LO2 LO4 LO5 LO6 LO7 LO8 LO9
1. PCR Science laboratory (4 hr) LO1 LO3 LO5 LO6 LO7 LO8 LO9
1. PCR analysis Tutorial (2 hr) LO4 LO5 LO6 LO7 LO9
1. PCR and Next Generation Genomic Seminar Seminar (2 hr) LO1 LO2 LO4
1. PCR case study discussions Block teaching (2.5 hr) LO1 LO4
2. Qualitative Research Workshop (5 hr) LO4 LO5 LO6 LO7 LO8 LO9 LO11
2. Qualitative Research Lecture (5 hr) LO4 LO5 LO6 LO7 LO8 LO9 LO11
3. Histology Workshop (2 hr) LO1 LO2 LO4 LO6 LO8
3. Histology Science laboratory (8 hr) LO2 LO3 LO4 LO5 LO8 LO9
4. Data Analysis and Visualisation Independent study (10 hr) LO6 LO7 LO9 LO10
Week 05 1. Flow Cytometry Lecture (6 hr) LO1 LO2 LO4 LO5 LO6 LO7 LO8 LO9
1. Flow Cytometry Science laboratory (6 hr) LO1 LO2 LO3 LO4 LO5 LO6 LO7 LO8
1. Flow Cytometry analysis Tutorial (2 hr) LO1 LO4 LO5 LO6 LO7 LO9
1. Flow Cytometry Case study discussions Block teaching (2.5 hr) LO2 LO4 LO5 LO7
2. Cell Culture Lecture (1 hr) LO2 LO4 LO5 LO6
2. Cell culture Tutorial (1 hr) LO2 LO4 LO5 LO6
2. Cell culture Science laboratory (9 hr) LO1 LO3 LO4 LO5 LO6 LO7 LO8 LO9
3. Mass Spec and HPLC Workshop (11 hr) LO1 LO2 LO3 LO4 LO5 LO6 LO7 LO8 LO9
3. Mass Spec and HPLC Science laboratory (4 hr) LO1 LO2 LO3 LO4 LO5 LO6 LO7 LO8 LO9
Week 06 1. Western Blot Lecture (4 hr) LO1 LO2 LO4 LO5 LO6 LO7 LO8 LO9
1. Western Blot Workshop (4 hr) LO1 LO2 LO4 LO5 LO6 LO7 LO8 LO9
1. Western Blot Science laboratory (3 hr) LO1 LO3 LO4 LO5 LO6 LO7 LO8 LO9
2. Molecular and Chemical Probes in Research Lecture (1 hr) LO1 LO2 LO4 LO6 LO9
2. Molecular and Chemical Probes in Research Seminar (2 hr) LO1 LO2 LO4 LO6 LO9
2. Molecular and Chemical Probes in Research Tutorial (6 hr) LO3 LO4 LO5 LO7 LO9
3. Advanced Immuno-staining Workshop (6 hr) LO1 LO2 LO4 LO5 LO6 LO7 LO8 LO9
3. Advanced Immuno-staining Science laboratory (7.5 hr) LO3 LO4 LO5 LO8 LO9

Attendance and class requirements

Students must have their own computers for this unit.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

As outlined in Canvas.

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

  • LO1. Evaluate the methodological bases of core research techniques
  • LO2. Dissect complex medical science and health problems through careful design and evaluation of a research plan
  • LO3. Execute research methods competently and safely in various research environments
  • LO4. Compare and contrast the approaches taken to solve research questions
  • LO5. Identify common problems encountered in a research environment and develop solutions to overcome these challenges
  • LO6. Demonstrate accountability for your own learning by being an independent, self-directed learner and demonstrate effective teamwork skills through collaborative learning
  • LO7. Demonstrate critical thinking, problem solving skills and professionalism in a research context
  • LO8. Apply appropriate risk assessment, research integrity and ethical processes in research
  • LO9. Communicate effectively using a range of modes to a variety of audiences.
  • LO10. Evaluate key biostatistic tools, apply analysis and visual representation of large and complex datasets and how to report statistical analyses
  • LO11. Apply the tools required to extract and manage research studies from published literature and learn about powerful software platforms, guidelines and registries

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1 Depth of disciplinary expertise

Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.

GQ2 Critical thinking and problem solving

Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.

GQ3 Oral and written communication

Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.

GQ4 Information and digital literacy

Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.

GQ5 Inventiveness

Generating novel ideas and solutions.

GQ6 Cultural competence

Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.

GQ7 Interdisciplinary effectiveness

Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.

GQ8 Integrated professional, ethical, and personal identity

An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.

GQ9 Influence

Engaging others in a process, idea or vision.

Outcome map

Learning outcomes Graduate qualities
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9

Alignment with Competency standards

Outcomes Competency standards
LO1
Science Threshold Standards - RACI
1. Understanding science - understand ways of scientific thinking by:
3.1. Synthesising and evaluating information from a range of sources, including traditional and emerging information technologies and methods
LO2
Science Threshold Standards - RACI
1. Understanding science - understand ways of scientific thinking by:
3.1. Synthesising and evaluating information from a range of sources, including traditional and emerging information technologies and methods
3.2. Formulating hypotheses, proposals and predictions and designing and undertaking experiments in a safe and responsible manner
4.2. Appropriately documenting the essential details of procedures undertaken, key observations, results and conclusions
LO3
Science Threshold Standards - RACI
1. Understanding science - understand ways of scientific thinking by:
3.3. Applying recognised methods and appropriate practical techniques and tools, and being able to adapt these techniques when necessary
5. Personal and professional responsibility - take personal, professional and social responsibility by:
5.2. Demonstrating a capacity for working responsibly and safely
LO4
Science Threshold Standards - RACI
1. Understanding science - understand ways of scientific thinking by:
3. Inquiry and problem solving - investigate and solve qualitative and quantitative problems in the chemical sciences, both individually and in teams, by:
3.1. Synthesising and evaluating information from a range of sources, including traditional and emerging information technologies and methods
5.1. Demonstrating a capacity for self-directed learning
LO5
Science Threshold Standards - RACI
1. Understanding science - understand ways of scientific thinking by:
3. Inquiry and problem solving - investigate and solve qualitative and quantitative problems in the chemical sciences, both individually and in teams, by:
3.3. Applying recognised methods and appropriate practical techniques and tools, and being able to adapt these techniques when necessary
5.1. Demonstrating a capacity for self-directed learning
LO6
Science Threshold Standards - RACI
1. Understanding science - understand ways of scientific thinking by:
3. Inquiry and problem solving - investigate and solve qualitative and quantitative problems in the chemical sciences, both individually and in teams, by:
4.1. Presenting information, articulating arguments and conclusions, in a variety of modes, to diverse audiences, and for a range of purposes
5. Personal and professional responsibility - take personal, professional and social responsibility by:
5.1. Demonstrating a capacity for self-directed learning
5.2. Demonstrating a capacity for working responsibly and safely
LO7
Science Threshold Standards - RACI
1. Understanding science - understand ways of scientific thinking by:
3. Inquiry and problem solving - investigate and solve qualitative and quantitative problems in the chemical sciences, both individually and in teams, by:
3.1. Synthesising and evaluating information from a range of sources, including traditional and emerging information technologies and methods
3.2. Formulating hypotheses, proposals and predictions and designing and undertaking experiments in a safe and responsible manner
3.3. Applying recognised methods and appropriate practical techniques and tools, and being able to adapt these techniques when necessary
3.4. Collecting, recording and interpreting data and incorporating qualitative and quantitative evidence into scientifically defensible arguments
5. Personal and professional responsibility - take personal, professional and social responsibility by:
5.1. Demonstrating a capacity for self-directed learning
5.2. Demonstrating a capacity for working responsibly and safely
LO8
Science Threshold Standards - RACI
4.2. Appropriately documenting the essential details of procedures undertaken, key observations, results and conclusions
5. Personal and professional responsibility - take personal, professional and social responsibility by:
5.1. Demonstrating a capacity for self-directed learning
LO9
Science Threshold Standards - RACI
4. Communication - communicate chemical knowledge by:
4.1. Presenting information, articulating arguments and conclusions, in a variety of modes, to diverse audiences, and for a range of purposes
4.2. Appropriately documenting the essential details of procedures undertaken, key observations, results and conclusions
Science Threshold Standards - RACI
3.3. Applying recognised methods and appropriate practical techniques and tools, and being able to adapt these techniques when necessary
3.4. Collecting, recording and interpreting data and incorporating qualitative and quantitative evidence into scientifically defensible arguments
4.1. Presenting information, articulating arguments and conclusions, in a variety of modes, to diverse audiences, and for a range of purposes
4.2. Appropriately documenting the essential details of procedures undertaken, key observations, results and conclusions
5. Personal and professional responsibility - take personal, professional and social responsibility by:
Science Threshold Standards - RACI
1. Understanding science - understand ways of scientific thinking by:
3.1. Synthesising and evaluating information from a range of sources, including traditional and emerging information technologies and methods
3.3. Applying recognised methods and appropriate practical techniques and tools, and being able to adapt these techniques when necessary
3.4. Collecting, recording and interpreting data and incorporating qualitative and quantitative evidence into scientifically defensible arguments
4. Communication - communicate chemical knowledge by:
5. Personal and professional responsibility - take personal, professional and social responsibility by:
5.1. Demonstrating a capacity for self-directed learning
Science Threshold Standards -
Competency code Taught, Practiced or Assessed Competency standard
3.1 T P A Synthesising and evaluating information from a range of sources, including traditional and emerging information technologies and methods
3.2 T P A Formulating hypotheses, proposals and predictions and designing and undertaking experiments in a safe and responsible manner
3.3 T P A Applying recognised methods and appropriate practical techniques and tools, and being able to adapt these techniques when necessary
3.4 T P A Collecting, recording and interpreting data and incorporating qualitative and quantitative evidence into scientifically defensible arguments
4.1 T P A Presenting information, articulating arguments and conclusions, in a variety of modes, to diverse audiences, and for a range of purposes
4.2 T P A Appropriately documenting the essential details of procedures undertaken, key observations, results and conclusions
5.1 T P A Demonstrating a capacity for self-directed learning
5.2 T P A Demonstrating a capacity for working responsibly and safely

This section outlines changes made to this unit following staff and student reviews.

We noted the positive response received on the: •satisfaction with the quality of teaching (95%) •intellectual rewards of the work (91%) •development of relevant critical and analytical thinking skills (81%) •good access to valuable learning resources (75%) •how the assessment tasks challenged you to learn (93%) •actively engaged in learning during class (100%) •ability to think independently about problems (91%) •developed my capacity to respond constructively to challenge (86%). We will continue with the current approach in the above areas. We will explore different ways to address the matters raised in what aspects of this unit of study most need improvement. In general, we will ensure to remember our future students about working on their assessments earlier and as each module is delivered rather than later when all the three assessments are due on the same date. Regarding some specific issues our approach will be as follows: 1.The final reports for each module were inconsistent as the 3 pages were not equal and had different requirements in terms of what needed to be written and how detailed it had: Given the broad range of modules on offer it is not possible to have the reports following the same rubrics due to the different learning outcomes of each module. Different report styles are a good opportunity to practice writing according to different rubrics and requirements. If you continue a career in research, you will notice that when you submit papers for publications you need to follow different guidelines set by each journal. 2.Response to questions posted on the Discussion Board were not always attended to: At the beginning of semester each module co-ordinator will let students know their preferred method for communication to attend to queries: discussion board, Canvas inbox or direct emails. Due to different preferences, these forms of communication will be subtly different between each module. 3.We will incorporate more hands-on work during the Western Blot lab practical. 4.We will explore running the Data analysis module face-to-face rather than via zoom. 5.How to write a good lab report should be provided: guidance on what to include/what not to include was provided during the face-to-face laboratory sessions and other specific sessions such as data analysis. Attendance at all these sessions would have provided all the required information and enabled completion of a report that addressed criteria in the rubric to a high standard.

 

 

Work, health and safety

Students must bring their own goggles, gowns and masks to all laboratory-based activities.

Disclaimer

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