TREATMENT PROTOCOLS FOR NEUROLOGICAL CONDITIONS - 2024/5
Module code: PSY3118
Please note: This module is part of the Neuroscience stream of Level 6 optional modules and may not be running every year. In some years an alternative optional module within the Neuroscience stream may be offered instead.
This module will offer an advanced overview of neuroimaging and neurostimulation techniques used in cognitive neuroscience and the clinical conditions they are used to treat. Specifically, the module will discuss the treatment of depression, chronic pain and visual disorders such as cortical blindness and neglect. In addition, it will offer hands-on training in the use of transcranial brain stimulation during classroom tutorials.
SILVANTO Juha (Psychology)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 6
JACs code: C845
Module cap (Maximum number of students): 40
Overall student workload
Workshop Hours: 2
Independent Learning Hours: 106
Lecture Hours: 12
Seminar Hours: 4
Laboratory Hours: 2
Practical/Performance Hours: 2
Guided Learning: 10
Captured Content: 12
Prerequisites / Co-requisites
Indicative content includes:
• Neuropsychological disorders such as depression, chronic pain, blindsight and neglect
• Theoretical background of neuroimaging and stimulation techniques
• Treatment of clinical disorders with state-of-the-art brain stimulation techniques
• Hands-on training on brain stimulation techniques
|Assessment type||Unit of assessment||Weighting|
|Examination Online||ONLINE 1 HOUR SEEN EXAM WITHIN 4HRS||50|
Students who take temporary suspension partway through this module may not be able to complete the remaining classes for this module on their return if it is not running in the following academic year. Such students will have the choice to take a replacement module, or, if they have already completed an assessment for the original module, to attend classes from a new optional module within the same stream (area of psychology) and complete an alternative assessment based on this content that meets the learning outcomes of the original module. The specific alternative assessment will be determined on a case-by-case basis.
The assessment strategy is designed to provide students with the opportunity to demonstrate their understanding and knowledge of the application of neuroscience techniques for the treatment of neurological conditions, including best practices for designing neuroscience treatment protocols use with humans. It is also designed to develop students' ability to work collegiately as part of a team, to present work individually, demonstrate effective communication skills, and design an appropriate poster to communicate ideas effectively.
Thus, the summative assessment for this module consists of:
• Poster - students will work in groups to develop a rehabilitation protocol using brain stimulation techniques, and then each student will design and present an individual poster to communicate this protocol (learning outcomes 3,4,5).
• Exam – a one-hour unseen exam will assess your knowledge and critical engagement with the module content (learning outcomes 1, 2).
Formative assessment and feedback:
The students will have two in-class sessions where they are provided with formative feedback on all the sections of their poster presentations. Students will be offered extensive formative feedback during each lecture on the use of neuroscience techniques and class discussions.
- To provide students with an understanding of state-of-the-art neuroscience techniques used to treat clinical conditions affecting the brain
- To provide hands-on training in the use of tools frequently used in clinical and cognitive neuroscience
- To provide an understanding of how effective neuroscience experiments and treatment protocols are designed
|001||Explain and critically evaluate the use of brain imaginging/stimulation techniques in their treatment for a range neurological conditions||KC|
|002||Discuss theoretical, practical and ethical considerations in designing brain stimulation treatment protocols in human patients||KCP|
|003||Work as part of a team to research treatment options for neurological conditions||KCPT|
|004||Design a poster to explain protocols for treatment of a neurological disorder using state-of-the-art brain stimulation protocol||PT|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Methods of Teaching / Learning
The core material will be delivered through weekly seminars in an interactive manner, and students will have the opportunity to ask questions and discuss ideas with the teaching staff. This will help them to develop a solid understanding of the module content.
In some of the seminars, students will form groups and work together on a presentation which they will present to the whole class in the last week. They are supported in this by teaching staff who engage with them constructively, helping them to develop and fine-tune their ideas. A supportive environment will encourage group discussion and interactions to share opinions and develop their ideas. Specifically, teaching staff will guide the students in their work towards identifying a gap in the existing literature, developing a hypothesis, and to design an experiment to test these hypotheses. The resultant student outcomes will be increased resourcefulness, confidence and knowledge of the research design process. Formative feedback will be also offered during these sessions.
At the end of the module, students will present their work to their peers (see assessment below).
Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.
Upon accessing the reading list, please search for the module using the module code: PSY3118
In line with Surrey’s Curriculum Framework, we are committed to developing graduates with strengths in Employability, Digital Capabilities, Global and Cultural Capabilities, Sustainability and Resourcefulness and Resilience. This module contributes to the five pillars in the following ways:
This module supports the students’ employability skills as it will help students develop critical thinking skills as well as presentation skills, which will be highly relevant to employers. Additionally, during the course, students will work in a team to prepare and deliver their poster presentation. One important lesson to learn when designing a poster is that it only has a limited space for information. Thus, the students will need to work together to ensure they have all the necessary content to fully maximise their message and present it in a way that is visually impactful. Additionally, giving a presentation will develop communication skills that are highly regarded in the world of work.
Digital capabilities (D)
Students will need to engage with several elements of digital skill during the course; they will utilize the university of Surrey Virtual Learning Environment (SurreyLearn) to access the course materials and key content. Students will also need to use on-line search engines to research academic journal articles for their assignments. Additionally, in preparation for the group assignment, students often create on-line groups (WhatsApp, Microsoft Teams, Zoom) to discuss the project developments and arrange meetings. The coursework also provides further digital learning opportunities using Microsoft word and PowerPoint.
Global and cultural capabilities (G)
The main focus of this module is to develop research skills. Students will learn about a range of different theoretical and practical approaches present in the academic literature. This will include global and cultural aspects related to carrying out research.
Resourcefulness and resilience (R)
An important skill gained in this module is critical thinking skills – students will need to evaluate existing literature and develop new ideas which have not been previously examined – this will develop their resourcefulness. They will also need to present their work to their peers – while this may be stressful and challenging, it will develop their resilience. Thus while these tasks will be challenging for many, a successful completion of the task will bring increased confidence and will enable the student to reflect on a positive outcome which will build resilience.
Programmes this module appears in
|Psychology BSc (Hons)||2||Optional||A weighted aggregate mark of 40% is required to pass the module|
Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2024/5 academic year.