University home > Unit and programme catalogues in 2020/21 > Programme catalogue > Faculty of Life Sciences > School of Physiology, Pharmacology & Neuroscience > Psychology and Neuroscience (MSci) > Specification
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Programme code | 7PHPH002U |
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Programme type | Single Honours |
Programme director(s) |
Clea Warburton
Brian Stollery |
Faculty | Faculty of Life Sciences |
School/department | School of Physiology, Pharmacology & Neuroscience |
Second School/department | School of Psychological Science |
Teaching institution | University of Bristol |
Awarding institution | University of Bristol |
Accrediting types: |
Accredited against the requirements for the Graduate Basis for Chartered Membership (GBC) of the British Psychological Society (BPS). (http://www.bps.org.uk/) |
Relevant QAA subject benchmark groups |
Biomedical science (2023) (benchmark statement)
Psychology (2023) (benchmark statement) |
Mode of study | Full Time |
Programme length | 4 years (full time) |
This programme aims to develop the student’s interest in and knowledge and understanding of the mind, brain, behaviour and experience. Multiple perspectives from both psychology and neuroscience are presented enabling students to develop a critical evaluation of the complex interactions within and between these different subject areas, including interdisciplinary research. Students develop an advanced understanding of the role of empirical evidence in the formation of theory and how theory guides the collection and interpretation of data. Students also develop skills in the acquisition, interpretation and analysis of scientific data via practical work and a research project in a research-led environment. The knowledge and techniques developed lead to an ability to appreciate and evaluate theory, research findings, and their function in understanding theoretical ideas and the real-life applications of psychology and neuroscience. The wide range of transferable skills acquired is highly valued by employers and provides an excellent preparation for a number of careers and further postgraduate study in psychology and neuroscience.
Programme Intended Learning Outcomes | Learning and Teaching Methods |
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Year 1 - lectures, individual and group seminars, group laboratory work, workshops, small group tutorials and individual presentations by students. Year 2 - lectures, individual and group seminars, group laboratory work, workshops, small group tutorials, individual presentations by students, problem-based learning, library- and practical-based self-directed learning. Year 3 - Lectures, individual and group seminars, and individual presentations by students. Tutorials, laboratory work in small groups/teams, library study and research project supervision. Year 4 - seminars, facilitated small group discussion, self-directed literature research, research project supervision. Independent learning is achieved through written coursework, directed self-education and experimental research projects. |
Methods of Assessment | |
Testing of the knowledge base is through a combination of unseen and seen examinations (1-7, 9, 10), assessed coursework (1-10,), experiment write-ups (7, 9) oral presentation and discussion (1-7, 10) and an empirical project (2-4, 7-11). |
Programme Intended Learning Outcomes | Learning and Teaching Methods |
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Year 1 - Lectures, seminars, and individual presentations by students. Tutorials, laboratory work in small groups/teams, workshops. Year 2 - Lectures, seminars, and individual presentations by students. Tutorials, laboratory work in small groups/teams, workshops, library-based self-directed learning and problem based learning. Year 3 – Lectures, seminars, self-directed literature research, tutorials, laboratory work in small groups/teams and research project supervision Year 4 – Lectures, seminars, facilitated small group discussion, self-directed literature research, research project supervision Individual research papers are discussed during Level H seminars, and each student will prepare and deliver at least two oral presentations. Practical work progresses from closely supervised practical classes in the first year to an extended experimental project in the final year. |
Methods of Assessment | |
Testing of the knowledge base is through a combination of unseen and seen examinations, specimen identification tests and data interpretation questions (1-7, 11), assessed coursework including presentations (1-4, 6-8, 9, 11), experimental reports (5-10) and an empirical project (2-10). |
Programme Intended Learning Outcomes | Learning and Teaching Methods |
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Lectures, group seminars, and individual presentations by students. Tutorials across years, laboratory work in small groups/teams in Years 1, 2 and 3, and a project in Year 3. Year 1 - Personal study skills, problem-solving and use of IT are taught explicitly in laboratory work, workshops, and tutorials. Coursework and individual presentations by students. Year 2 – Personal study skills, problem-solving and use of IT are taught explicitly in laboratory work, workshops and tutorials. Coursework, problem based learning and individual presentations by students. Year 3 – Tutorials, coursework, laboratory work, research project supervision. Year 4 – Lectures, seminars, research project supervision, facilitated small group discussions |
Methods of Assessment | |
Testing of the knowledge base is through a combination of unseen and unseen examinations (1-5), coursework (1-6, 9, 10, 11, 13), experimental write-ups (4, 5) an empirical project (1-11, 13), assessment of individual portfolios (12, 14, 15), assessment of contribution to group work (7, 12), individual and group presentations (1, 5, 6, 13, 15). |
Statement of expectations from the students at each level of the programme as it/they develop year on year.
Level C/4 - Certificate |
Students are expected to develop their understanding of the basic principles of psychology and neuroscience, including theories and perspectives in biological, cognitive, developmental and social psychology. Students will demonstrate the ability to assemble information from a wide variety of sources (lectures, practical classes, tutorials and the library), and to assimilate it into essays and reports. Comprehensive references are provided for each unit at the outset, as are guidelines for the production of written work. Students will understand core aspects of research methods and skills in conducting psychological experiments and in identifying neural structures in brain specimens. An integral component of work at this level is basic statistical competence and the integration of this with the report of laboratory experiments, involving the manipulation and interpretation of simple scientific data. Students are expected to understand and demonstrate the scientific underpinnings of psychology, its historical origins, development and limitations and an awareness of the ethical context of psychological research. Students are also expected to demonstrate good communication skills by written, oral and visual means. Oral communication skills are developed primarily within tutorials and laboratory related work. |
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Level I/5 - Intermediate |
Students will continue the development of a more in-depth knowledge of psychology and neuroscience, and are expected to evaluate and take a more critical stance to the theories, findings and experimental approaches. There is a progression from initially supported and guided study to more active forms of self-learning, including undertakings some student-led practical work. Students are expected to be able to reason scientifically and demonstrate the relationship between theory and evidence and adopt multiple perspectives. Students are expected to demonstrate a shift from knowledge to conceptual understanding, competence in research skills and a broad range of statistical methods through practical laboratory activities, and be able to work effectively individually and in groups. |
Level H/6 - Honours |
Students are expected to be able to cope with uncertainty and evolving concepts that are at the forefront of their discipline, and be able to critically evaluate evidence from research papers that may be contradictory. Students are expected to have acquired detailed and extensive knowledge of research methods and measurement techniques (including statistical analysis) and be aware of their limitations. They are also expected to be able to analyse systematically the relationships between multiple perspectives in the light of theory and evidence, show incisive critical evaluation, an impressive grasp of theory and creative insight. These skills are expected to be demonstrated in well-presented and structured discussion of topics in all assessed work. They must also be able to statistically analyse and interpret scientific data and apply their understanding to interpret unfamiliar data. Students are expected to confidently and effectively communicate ideas via oral presentations and written reports. |
Level M/7 - Masters |
Students are expected to be able to direct their own work, coming to independent decisions based on their own judgement. They are expected to initiate, design, conduct, and report an empirically based project under appropriate supervision by an individual member of academic staff, including appropriate statistical analysis. They need to be able to critically appraise the quality of their own work and that of others. They need to be able to work collaboratively and creatively on long-term projects, setting their own goals and monitoring their own progress. |
The intended learning outcome mapping document shows which mandatory units contribute towards each programme intended learning outcome.
For information on the admissions requirements for this programme please see details in the undergraduate prospectus at http://www.bristol.ac.uk/prospectus/undergraduate/ or contact the relevant academic department.
Workload Statement
Success as an undergraduate student depends on you being able to make the transition to self-motivated, independent learning. The programmes offered in the Faculty are designed to assist you in this development, in many cases by starting with units in which timetabled teaching, such as lectures and practical classes, provides the foundations of knowledge and skills in a subject, moving on to individual research based work. Over time you will be expected to take increasing responsibility for your own learning, guided by the feedback on your work that you will receive from staff. But at the heart of your studies at every level there must be regular and disciplined individual reading, reflection and writing, whether in the library or at home. It is this skill of independent studies, above all others, that will serve you best when you leave the University.
Student workloads in the Faculty of Life Sciences are calculated on the assumption that you will work at least an average of 40 hours per week over the academic year. This workload includes all types of activity related to the delivery and assessment of taught units.
A major component of this workload in the early years of your programme is the time that you spend in class, in contact with the teaching staff, which includes lectures, laboratories, tutorials and practical classes. Outside classes you will need to undertake two types of academic activity. One type is that directed by your unit (such as eBiolabs pre- and post-lab quizzes, practical class reports and project work). The other type requires you to pursue self-motivated independent learning in order to build your knowledge and understanding of the subjects you are studying. Such independent activities include reviewing lecture material, reading textbooks and the scientific literature, and revising for examinations. In later years of your programme, timetabled teaching will make up a smaller proportion of your overall workload and you will spend much of your time pursuing independent study.
Wednesday afternoons are set aside for students to engage in extracurricular activities, such as sporting activities. Note also that formal teaching is undertaken on Wednesday mornings, which in some programmes may preclude absences for travelling to sporting events.
You will be expected to work during most University vacations. All students are expected to use the Christmas and Easter holidays to revise for the examinations held in January and May/June, respectively. Should you be unsuccessful in the examinations, you should expect to set aside sufficient time over the summer vacation firstly to consolidate your understanding and then to revise intensively for the resit examinations held in August/September (resit examinations are not available in the final year of BSc programmes). Certain components of the teaching and assessment are mandatory - for details see individual programme regulations.
The Life Sciences BSc programmes conform to the University modular framework where 10 credits represent about 100 hours of student work. We recognise that many students have to take paid employment to fund their studies. In order to achieve a sensible balance between work and study, you are advised to undertake paid work for no more than 15 hours per week in term-time.
Assessment Statement
Please select the following link for a statement about assessment. This is University of Bristol access only.
Dr Peter Brennan
School of Physiology, Pharmacology & Neuroscience
Biomedical Sciences Building
University Walk
Bristol
BS8 1TD
p.brennan@bristol.ac.uk
This integrated Masters programme has been designated as type III: Professional or Practice Masters in accordance with the QAA Degree Characteristics Statement. Please see the Regulations and Code of Practice for Taught Programmes for further information on this type of programme.
Unit Name | Unit Code | Credit Points | Status | |
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Foundations of Psychology | PSYC10004 | 40 | Mandatory | TB-4 |
Psychological Research Methods | PSYC10010 | 40 | Mandatory | TB-4 |
Introduction to Neuroscience | PHPH10012 | 20 | Mandatory | TB-1 |
Functional Neuroanatomy | PHPH10013 | 20 | Mandatory | TB-2 |
Certificate of Higher Education in Neuroscience and Psychology | 120 |
Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided.
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