MEDSCI 731 : Advanced Reproductive Biology
Medical and Health Sciences
2021 Semester Two (15 POINTS)
Throughout the course there is a focus on developing student's critical thinking skills, and applying this critical lens to the lecture topics. We aim to produce students that can walk away from the course not only with an understanding of the biology behind advances in reproductive medicine, but with a skillset that they can transfer to any aspect of science in their future careers. The course involves a combination of traditional lectures, with interactive sessions that critique relevant literature, and place the students in real world settings where they consider, for example, how they would assess an application to an ethics committee for assisted reproductive technologies. A number of invited guests are also brought into the course to illustrate how the core biology we teach is applied in research and clinical settings.
Specific topics taught on the course include the role of stem cells in reproduction, spermatogenesis and male factor infertility, the endometrium and endometriosis, premature menopause, and in vitro fertilisation. The course is taught by Dr Jo James, Dr Lynsey Cree, Prof. Cris Print, and Prof. Andrew Shelling, who each bring their own research topics of interest to life.
MEDSCI 731 is assessed by a combination of three tools: 1) a critical literature review; 2) a seminar presentation that forms part of a student-led workshop organised around a theme(s) of interest identified by the class; and 3) a final 3hr exam.
Capabilities Developed in this Course
|Capability 1:||Disciplinary Knowledge and Practice|
|Capability 2:||Critical Thinking|
|Capability 3:||Solution Seeking|
|Capability 4:||Communication and Engagement|
|Capability 5:||Independence and Integrity|
|Capability 6:||Social and Environmental Responsibilities|
- Critique conceptual and theoretical elements in reproductive biology (Capability 1.1 and 2.1)
- Synthesise literature in the field by critically analysing the value of different methodological approaches, and the characteristics of the research undertaken to obtain a wholistic understanding of current issues and debates in the field (Capability 1.2, 2.2, 3.1 and 3.2)
- Effectively communicate their understanding of the literature in both written and verbal forms (Capability 4.1 and 4.2)
- Apply theoretical understanding to frame questions on and form opinions about research in the reproductive medicine field (Capability 5.1 and 5.2)
- Apply knowledge of how advances in reproductive medicine (in particular artificial reproductive technologies) sit within the context of both society and the ethical and regulatory bodies that regulate this field (Capability 6.2)
|Critical Literature Review||20%||Individual Coursework|
|Final Exam||60%||Individual Examination|
|Assessment Type||Learning Outcome Addressed|
|Critical Literature Review|
This course is a standard 15 point course and students are expected to spend 10 hours per week involved in each 15 point course that they are enrolled in.
For this course, you can expect 20 hours of lectures (including 4 hours of interactive scenario based style lecture sessions), 4 hours of workshop presentations, 60 hours of reading and thinking about the content and 45 hours of work on assignments and/or test preparation.
The course is delivered as a combination of lectures and interactive scenario-based sessions.
Attendance is expected at scheduled activities, including workshops presentations, to complete components of the course.
Lectures will be available as recordings. Some teaching sessions involve scenario based learning and significant class discussion around this, and whilst they will be recorded, this recording is not always able to capture the full class discussion, and attendance in person is recommended.
The course will not include live online events as part of standard delivery.
The activities for the course are scheduled as a standard weekly timetable.
At the end of every semester students will be invited to give feedback on the course and teaching through a tool called SET or Qualtrics. The lecturers and course co-ordinators will consider all feedback and respond with summaries and actions.
Your feedback helps teachers to improve the course and its delivery for future students.
Class Representatives in each class can take feedback to the department and faculty staff-student consultative committees.
Course materials are made available in a learning and collaboration tool called Canvas which also includes reading lists and lecture recordings (where available).
Please remember that the recording of any class on a personal device requires the permission of the instructor.
The University of Auckland will not tolerate cheating, or assisting others to cheat, and views cheating in coursework as a serious academic offence. The work that a student submits for grading must be the student's own work, reflecting their learning. Where work from other sources is used, it must be properly acknowledged and referenced. This requirement also applies to sources on the internet. A student's assessed work may be reviewed against online source material using computerised detection mechanisms.
All students are asked to discuss any impairment related requirements privately, face to face and/or in written form with the course coordinator, lecturer or tutor.
Student Disability Services also provides support for students with a wide range of impairments, both visible and invisible, to succeed and excel at the University. For more information and contact details, please visit the Student Disability Services’ website http://disability.auckland.ac.nz
If your ability to complete assessed coursework is affected by illness or other personal circumstances outside of your control, contact a member of teaching staff as soon as possible before the assessment is due.
If your personal circumstances significantly affect your performance, or preparation, for an exam or eligible written test, refer to the University’s aegrotat or compassionate consideration page https://www.auckland.ac.nz/en/students/academic-information/exams-and-final-results/during-exams/aegrotat-and-compassionate-consideration.html.
This should be done as soon as possible and no later than seven days after the affected test or exam date.
In the event of an unexpected disruption we undertake to maintain the continuity and standard of teaching and learning in all your courses throughout the year. If there are unexpected disruptions the University has contingency plans to ensure that access to your course continues and your assessment is fair, and not compromised. Some adjustments may need to be made in emergencies. You will be kept fully informed by your course co-ordinator, and if disruption occurs you should refer to the University Website for information about how to proceed.
Student Charter and Responsibilities
The Student Charter assumes and acknowledges that students are active participants in the learning process and that they have responsibilities to the institution and the international community of scholars. The University expects that students will act at all times in a way that demonstrates respect for the rights of other students and staff so that the learning environment is both safe and productive. For further information visit Student Charter https://www.auckland.ac.nz/en/students/forms-policies-and-guidelines/student-policies-and-guidelines/student-charter.html.
Elements of this outline may be subject to change. The latest information about the course will be available for enrolled students in Canvas.
In this course you may be asked to submit your coursework assessments digitally. The University reserves the right to conduct scheduled tests and examinations for this course online or through the use of computers or other electronic devices. Where tests or examinations are conducted online remote invigilation arrangements may be used. The final decision on the completion mode for a test or examination, and remote invigilation arrangements where applicable, will be advised to students at least 10 days prior to the scheduled date of the assessment, or in the case of an examination when the examination timetable is published.