PROGRAMME SPECIFICATION
PROGRAMME SPECIFICATION
Programme title:
MSc in Advanced Neuroimaging
Final award (BSc, MA etc):
MSc
(where stopping off points exist they should be
detailed here and defined later in the document)
UCAS code:
N/A
(where applicable)
Cohort(s) to which this programme
specification is applicable:
2012-13 intake onwards
(e.g. from 2008 intake onwards)
Awarding institution/body:
University College London
Teaching institution:
University College London
Faculty:
Brain Sciences
Parent Department:
Institute of Neurology
(the department responsible for the administration of
the programme)
Departmental web page address:
www.ion.ucl.ac.uk
(if applicable)
Method of study:
Full-time/Part-time
Full-time/Part-time/Other
Criteria for admission to the
programme:
(i) A first or second class Honours degree from a UK university or an
equivalent qualification from a recognized overseas institution, in
which physics, computer science, radiography, clinical medicine or
related disciplines form major components. A qualification in
Mathematics to UK Advanced Level or equivalent standard is an
additional requirement.
(ii) Students with other qualifications may also be admitted if they
possess relevant experience in a field related to neuroradiology
and/or medical physics e.g. applicants with a professional
qualification in radiography and substantial experience in
neuroradiography.
Length of the programme:
Masters Degree: 1 calendar year full time / 2 calendar years part time
(please note any periods spent away from UCL, such
as study abroad or placements in industry)
Level on Framework for Higher
Education Qualifications (FHEQ)
(see Guidance notes)
Relevant subject benchmark statement
(SBS)
(see Guidance notes)
Level M
At date of writing only the general Masters benchmark descriptor is
available
Brief outline of the structure of the
programme
and
its
assessment
methods:
(see guidance notes)
6 modules in total:
Lecture course (October-March) – 6 modules:
Module P1: Introductory Science and Methods (15 credits)
Module P2: Imaging Modalities (15 credits)
Module P3: Advanced Imaging (15 credits)
Module C1: Introduction to Neuroanatomy, Systems and Disease (15
credits)
Module C2: Pathology & Diagnostic Neuroimaging I (15 credits)
Module C3: Pathology & Diagnostic Neuroimaging II (15 credits)
(approx. 240 teaching contact hours in total; assessed by 4 3hr
written papers in May (90 credits in total))
Part-time students take modules 1, 2 and 3 in their first year and 4, 5
and 6 in their second year.
Two further self-directed modules are described similarly in this
document. These are the Library Project (30 credits) and the
Research Project (60 credits) and their content will vary according to
the choices made by the student.
(7) Library Project (Term 1 for Full Time students and Term 1&2 for
Part Time students) assessed by a 4,000 word essay (30 credits)
(8) Research Project (February-July for FT students and Year 2 for
PT students), assessed by a 10,000 word dissertation (60 credits)
and submitted before 1st August for examination by internal and
visiting examiners
Board of Examiners:
Professional body accreditation
(if applicable):
Final assessment via a viva examination at the start of September.
i)
Name of Board of Examiners:
MSc in Advanced Neuroimaging
N/A
Date of next scheduled
accreditation visit:
EDUCATIONAL AIMS OF THE PROGRAMME:
This multidisciplinary programme aims to give students a strong working knowledge of neuroanatomy and an indepth understanding of standard and advanced Neuroimaging techniques for image acquisition, processing and
analysis. Students will be able to describe and explain the appropriate application of these in neuroradiology for
diagnosis, treatment and research within the full range of neurological disease.
In addition, students are given opportunities to develop key skills essential for research, in particular the critical
appraisal of journal articles, experimental design and scientific communication. The course particularly appeals to
those from clinical, radiography or natural sciences backgrounds who wish to pursue a career in Neuroimaging
research.
PROGRAMME OUTCOMES:
The programme provides opportunities for students to develop and demonstrate knowledge and understanding,
qualities, skills and other attributes in the following areas:
Upon successful completion of the MSc course, students will have developed a broad knowledge of the principles
that underlie advanced neuroimaging techniques and of their application to improving our understanding of normal
brain function and clinical disorders of the central and peripheral nervous system. In particular they will:

Have a good basic knowledge of neuroanatomy.

Understand the principles and main technical aspects of neuroimaging instrumentation and data acquisition,
basic image processing (and identify its need) and image analysis techniques.

Have a good working knowledge of modern methods for scientific and clinical investigation of the human
nervous system using neuroimaging.

Be aware of the major recent developments in research in the area of neuroimaging.

Be able to embark upon a successful career in their chosen field of imaging neuroscience research or
neuroradiology.
A: Knowledge and understanding
Knowledge and understanding of:
the principles and range of techniques
used in neuroimaging and their
contribution to the investigation of normal
brain function and clinical disorders of the
central and peripheral nervous system.
The lecture course is scheduled as below
and comprises 6 modules, all of which are
compulsory:
Module P1: Introductory Science and
Methods
Module P2: Imaging Modalities
Module P3: Advanced Imaging
Module C1: Introduction to
Neuroanatomy, Systems and Disease
Module C2: Pathology & Diagnostic
Neuroimaging I Module C3: Pathology &
Diagnostic Neuroimaging II
Teaching/learning methods and strategies:
The main teaching method consists of lectures delivered
by experts in various fields of neuroimaging (engineers,
neurologists, neuroradiologists and physicists). Lectures
are supported by audio-visual aids and supplementary
materials e.g. hand-outs, reading-lists and references to
original papers and/or reviews. Most topics will be
covered by lectures under two or more themes. As a
general teaching strategy we are moving towards
facilitating learning by e.g. making the lectures more
interactive. Methods for encouraging more student
participation include (1) experimenting with different
questioning techniques (2) the class working in buzzgroups (and reporting back to plenary) and (3) e-mailing
students a question/vignette so they can prepare in
advance of a lecture.
In addition, introductory lectures are given by our PhD
students taking part in our postgraduate ‘Peer-tutoring’
training scheme.
Each student will be assigned an individual Personal
Tutor (a member of the MSc Committee) who will
monitor the student’s academic achievement and attend
to their pastoral care. There are a number of workshops
where students gain both knowledge and some
understanding of practical skills related to a range of
aspects of Neuroscience research (both clinical and
basic science). The monthly seminar series organised by
the UCL Centre for Neuroimaging Techniques, which
attracts eminent speakers, will form part of the teaching
programme.
Students gain further understanding of neuroimaging
and its applications in the independent learning situation
of their library and research projects.
Assessment:
The six taught modules will each be examined both by
one 2-hour written paper (May/June), and by evaluation
of students’ participation in workshops throughout the
taught modules.
The Library project module will be assessed by a 5,000
word essay (submitted December) and by evaluation of
students’ participation in Research Training sessions run
throughout the taught modules.
The Research project will be assessed by a 10,000 word
dissertation and a viva.
B: Skills and other attributes
Intellectual (thinking) skills:
Intellectual skills (Ethics):
Teaching/learning methods and strategies:
In all components students are encouraged to apply a
critical examination of evidence, firstly of the
experiments which support scientific findings and,
secondly, the application of scientific evidence to the
understanding of clinical conditions and their treatment.
A specific module on critical appraisal skills is run to
develop this particular aspect of thinking skills. This
module consists of a number of small group seminars.
After a taught component, the students participate in
practical workshops where journal papers are critically
appraised by the group. The module also covers
presentation skills and the skills of giving constructive
feedback, culminating with each student critically
appraising a paper as a presentation to their peer-group
and the course tutors, all of whom are involved in
assessing and giving feedback on each presentation.
Students developed self direction, originality and critical
thinking via consultation with their supervisors in the
early stages of the library project and throughout the
research project.
Assessment:
Thinking skills are assessed in the marking of the mock
exam, the main exam, the library project and the
research project dissertation and when presentations
assessed.
Teaching/learning methods and strategies: Students
participate in one seminar (interactive workshop) on
ethics of neuroscience research.
Assessment: Students’ understanding of ethical matters
are assessed indirectly when their research projects are
assessed, since these usually raise a number of ethical
issues, such as patient confidentiality or obtaining of
informed consent, which students would be expected to
address critically.
C: Skills and other attributes
Practical skills (able to):
(1)Neuroimaging techniques: image
visualisation and analysis
There are a number of workshops where
students gain both knowledge and some
understanding of practical skills.
Teaching/learning methods and strategies:
These are interactive workshops, with hands-on
experience.
Assessment:
There is a mini-quiz at the end of each workshop, which
is marked at the end so the students get immediate
feedback on their learning and understanding.
(2) Applications of Neuroimaging:
Teaching/learning methods and strategies: Students
undertake a main research project. The project is
intended as an exercise in scientific investigation that is
written up and presented as a dissertation. The students
have experience of all major components of research
i.e.: searching the literature; formulating an hypothesis;
principles of research design; developing good working
relationships and integrating with multi-disciplinary
teams; laboratory, measurement and/or interviewing
techniques; data collection, coding and analysis;
statistical techniques, discussion and interpretation of
results and the writing of a dissertation.
Specific practical skills vary but could include the
specification of an appropriate choice of imaging
modality and image acquisition parameters, necessary
pre-processing steps and/or the use of image analysis
tools.
Assessment: Research skills assessed when main
research project is marked. Also assessed during the
student’s performance in their viva.
(3) Literature searching:
Teaching/learning methods and strategies: Literature
searching, systematic reviews, meta-analysis and the
principles of evidence-based medicine are taught in
research training seminars. Aspects of literature
searching and handling data-bases also covered during
induction session by Institute library staff. Practical
experience gained when students carry out their library
project and research project.
Assessment: Assessed when library projects and main
research projects marked and at the viva.
(4) Managing references:
Teaching/learning methods and strategies:
Reference Manager software taught by Institute library
staff.
Assessment: Assessed indirectly when library project
and research project marked.
(5) Poster-making:
Teaching/learning methods and strategies: Students
are encouraged to make and present a poster at the
annual Queen Square Student Symposium.
Assessment: Not formally assessed as part of the MSc
course.
(6) Data-analysis and statistics:
Teaching/learning methods and strategies: Our
Institute statistician runs a number of statistics
workshops, covering a range of topics, which are timetabled into the MSc lecture programme. Also, the
students are encouraged to consult the statistician
individually at the design stage of their research projects.
Assessment: assessed indirectly as an important
component of the dissertation (should be addressed by
student in the Results, Study Design, Data-analysis and
Discussion sections).
(7) How to handle your viva:
Teaching/learning methods and strategies:
Seminar/interactive workshop. Discussion of what to
expect - including sharing experiences/suggestions from
students in previous years.
Assessment: Performance at the viva.
D: Skills and other attributes
Transferable skills (able to):
(1) Presentation skills:
(2) Time-management skills:
Teaching/learning methods and strategies:
The students are taught presentation skills (in research
training seminars) and have opportunities to present and
receive critical feedback on two occassions: (1) critical
appraisal of a paper and (2) research project
presentations.
Assessment:
Two presentations, each time to an audience of peers
and tutors, are assessed and scores plus
comments/suggestions are fed-back to the students.
Each presentation session is followed by a group
reflection/ debriefing session to encourage selfassessment and deep learning. The tutors’ marks for the
research project presentations contribute towards the
coursework assessment.
Teaching/learning methods and strategies:
Two half-session workshops several weeks apart.
Brainstorming in group, sharing of tips and experiences,
then a follow-up session to see what worked.
Assessment: Attendance at lectures, feedback from
tutors and the meeting of deadlines for submission of
library project and research project.
(3) Writing Skills:
Teaching/learning methods and strategies:
The students are taught writing skills in a number of
research training seminars where different aspects of
writing are covered : (1) writing essays (2) preparing
time-limited examination answers (3) writing up a
dissertation (4) the Structure and logic of scientific
writing (5) how to write a paper.
Assessment: Writing skills assessed when library
project, mock exam, main MSc exam and research
project dissertation are assessed.
Teaching/learning methods and strategies: Two
seminars/interactive workshops held: (1) discussion of
two job specifications (real-life examples of recently
advertised posts in neuroscience), decoding the
language of job adverts, how to write a personal
statement; (2) preparing for tough interview questions working through examples in a group.
(4) Applying for jobs:
Assessment: Not really assessed – although we do
keep records of students’ first destination e.g.
employment after the course.
(5) Asking and refining the research
question:
Teaching/learning methods and strategies: Taught
during the weekly research training seminars in various
contexts e.g. searching the literature, systematic
reviews, meta-analysis and evidence-based medicine.
Assessment: Assessed when library project and
research project marked.
The following reference points were used in designing the programme:
 the Framework for Higher Education Qualifications
(http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/quality-code-A1.aspx);
 the relevant Subject Benchmark Statements
(http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/quality-code-A2.aspx);
 the programme specifications for UCL degree programmes in relevant subjects (where applicable);
 UCL teaching and learning policies;
 staff research.
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. More detailed information on the learning outcomes,
content and teaching, learning and assessment methods of each course unit/module can be found in the
departmental course handbook. The accuracy of the information contained in this document is reviewed annually by
UCL and may be checked by the Quality Assurance Agency.
Programme Organiser(s)
Professor Tarek Yousry / Dr Adam Liston
Name(s):
Date of Production:
April 2007; course entry deferred to Sept. 2008
Date of Review:
May 2013
Date approved by Head of
Department:
Nov 2007.
Date approved by Chair of
Departmental Teaching
Committee:
Date approved by Faculty
Teaching Committee
Nov. 2007
Nov. 2007