Essay Students will select an essay title from a range of titles given at the start of the module. This will allow the students some personal choice in what they choose to study. The questions will require students to carry out extensive research for the essay and present the work in a cogent and scientifically sound format.
The essay is worth 35% of the module marks, pass mark 40% with a minimum qualifying mark of 30%.
The essay will assess learning outcomes 2, 5 and 6 (see module handbook).
LO2. Describe, using appropriate terminology, the major pathophysiological processes, their underlying mechanisms and how they contribute to the features of disease;
LO5. Interpret the macroscopic and microscopic changes that occur in pathological conditions and explain the uses of common laboratory and imaging procedures in the diagnosis and monitoring of pathophysiological changes;
LO6. Critically apply journal sources, and internet databases and texts to inform their learning.
Assessment criteria will be that students:
• Demonstrate a critical understanding of pathophysiological processes pertinent to the title;
• Demonstrate the ability to use current, objective material, properly referenced using an appropriate academic writing style.
Please refer to the marking grid.
There will be two titles to choose from. These are given below. After Reading week you will be able to sign up for one title: you will be informed of when you can do this via Blackboard. There will be a quota system allowing just over half of students to choose each topic. You are advised to refer to the marking grid to help you plan your work.
1. Shakespeare refers to old age as “Sans teeth, sans eyes, sans taste, sans everything”. Is ageing inevitably associated with disease? Use in depth examples of at least two diseases to discuss theories of ageing and how it impacts on health.
You might consider these resources as starting points. Remember for a critical essay the quality of your sources is important so do find up to date primary research papers relevant to the question you are answering.
You might like to look at this link and paper to start:
Mather, K. A., Jorm, A. F., Parslow, R. A., & Christensen, H. (2011). Is telomere length a biomarker of aging? A review. The Journals of Gerontology Series A: Biological Sciences and Medical Sciences, 66(2), 202-213.
Available at: http://biomedgerontology.oxfordjournals.org/content/66A/2/202.full
2. Angelina Jolie and the BRAC1 gene mutation effect.
When Angelina Jolie announced that she had a double mastectomy to prevent getting breast cancer, an increase in referrals of women for genetic testing was seen for at least the following 6 months in many English speaking countries globally.
In this essay you will explain in detail why having a BRAC1 mutation is not an automatic diagnosis of breast cancer and also explain what other common factors are associated with the pathogenesis of breast cancer (this may be in combination or separately to a BRAC1 mutation).
You might like to look at these videos and paper to start:
Fasching, P. A., Ekici, A. B., Wachter, D. L., Hein, A., Bayer, C. M., Häberle, L., … & Beckmann, M. W. (2013). Breast Cancer Risk–From Genetics to Molecular Understanding of Pathogenesis. Geburtshilfe und Frauenheilkunde, 73(12), 1228.
Available at: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3964347/
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