<?xml version="1.0" encoding="UTF-8"?>
<CourseUnit xmlns="http://www.manchester.ac.uk/CUICourseUnitDetails" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://www.manchester.ac.uk/CUICourseUnitDetails.xsd">
  <UnitCode Applicant="Y" Label="Unit code" Student="Y">
    <Code>BIOL31832</Code>
  </UnitCode>
  <UnitTitle Applicant="Y" Label="Unit title" Student="Y">
    <Title>Role of Diagnostics in Medicine</Title>
  </UnitTitle>
  <MaxUnits Applicant="Y" Label="Credit rating" Student="Y">
    <Units>10</Units>
  </MaxUnits>
  <TeachingPeriods Applicant="Y" Label="Teaching period(s)" Student="Y">
    <Period>Semester 2</Period>
  </TeachingPeriods>
  <AcademicCareer Applicant="Y" Label="Academic career" Student="Y">
    <Value>Undergraduate</Value>
  </AcademicCareer>
  <UnitLevel Applicant="Y" Label="Unit level" Student="Y">
    <Level>Level 3</Level>
  </UnitLevel>
  <StaffList Applicant="Y" Label="Teaching staff" RoleLabel="Course Unit Role" Student="Y">
    <StaffMember>
      <Name>Nicola High</Name>
      <Role>Unit coordinator</Role>
    </StaffMember>
  </StaffList>
  <OfferedBy Applicant="Y" Label="Offered by" Student="Y">
    <OrganisationList>
      <Organisation>
        <OrgName>School of Biological Sciences</OrgName>
      </Organisation>
    </OrganisationList>
    <GroupList>
      <Group>
        <GroupName></GroupName>
      </Group>
    </GroupList>
    <FheqLevels>
      <FheqLevel>
        <LevelNumber>1</LevelNumber>
        <LevelName>FHEQ level (Framework for Higher Education Qualifications) ' Last part of a Bachelors ' </LevelName>
      </FheqLevel>
    </FheqLevels>
    <Ects>
      <MaxUnits>European Credit Transfer &amp; Accumulation System Rating :   5.0</MaxUnits>
    </Ects>
  </OfferedBy>
  <MarketingOverview Applicant="Y" Label="Marketing Course unit overview" Student="">
    <Content>&lt;p style="margin-left:5.7pt;"&gt;This new lecture unit will be delivered entirely by senior scientists from QIAGEN from their Global Development and Molecular Diagnostics division. Students will learn about current diagnostic concepts as well as how to translate advanced molecular technologies into future diagnostic techniques - as explained by commercial scientists working at the cutting edge of this process. The unit will cover both the science and the regulatory requirements necessary for such developments. Though running conventionally (i.e. in Stopford, with Podcasts, Blackboard and an internal Unit Coordinator) the unit is otherwise a unique and extremely exciting opportunity to hear directly from very senior scientists working at a major international Life Sciences company. This unit should be of special interest to the Biomedical Sciences (and related) and Biotechnology (and related) programmes as well as to those students doing an Enterprise project.&lt;/p&gt;&lt;p&gt;&amp;nbsp;&lt;/p&gt;</Content>
  </MarketingOverview>
  <UnitOverview Applicant="" Label="Course unit overview" Student="Y">
    <Content>&lt;p style="margin-left:5.7pt;"&gt;This new lecture unit will be delivered entirely by senior scientists from QIAGEN from their Global Development and Molecular Diagnostics division. Students will learn about current diagnostic concepts as well as how to translate advanced molecular technologies into future diagnostic techniques - as explained by commercial scientists working at the cutting edge of this process. The unit will cover both the science and the regulatory requirements necessary for such developments. Though running conventionally (i.e. in Stopford, with Podcasts, Blackboard and an internal Unit Coordinator) the unit is otherwise a unique and extremely exciting opportunity to hear directly from very senior scientists working at a major international Life Sciences company. This unit should be of special interest to the Biomedical Sciences (and related) and Biotechnology (and related) programmes as well as to those students doing an Enterprise project.&lt;/p&gt;&lt;p&gt;&amp;nbsp;&lt;/p&gt;</Content>
  </UnitOverview>
  <Aims Applicant="Y" Label="Aims" Student="Y">
    <Content>&lt;p&gt;To explore current approaches in medical diagnostics, as well as how to develop and obtain approval for future diagnostic techniques. To consider Translational Medicine and its possible impact on human healthcare.&lt;/p&gt;</Content>
  </Aims>
  <LearningOutcomes Applicant="Y" Label="Learning outcomes" Student="Y">
    <Content></Content>
  </LearningOutcomes>
  <Knowledge Applicant="Y" Label="Knowledge and understanding" Student="Y">
    <Content></Content>
  </Knowledge>
  <IntellectualSkills Applicant="Y" Label="Intellectual skills" Student="Y">
    <Content></Content>
  </IntellectualSkills>
  <PracticalSkills Applicant="Y" Label="Practical skills" Student="Y">
    <Content></Content>
  </PracticalSkills>
  <TransferableSkills Applicant="Y" Label="Transferable skills and personal qualities" Student="Y">
    <Content></Content>
  </TransferableSkills>
  <EmployabilitySkillsList Applicant="Y" Label="Employability skills" Student="Y">
    <Skill>
      <SkillId></SkillId>
      <SkillDescription></SkillDescription>
    </Skill>
  </EmployabilitySkillsList>
  <Syllabus Applicant="Y" Label="Syllabus" Student="Y">
    <Content>&lt;p style="margin-left:29.7pt;"&gt;&amp;bull;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; Introduction to Medical Diagnostics&lt;/p&gt;&lt;p style="margin-left:5.7pt;"&gt;Why is it needed? Overview of existing diagnostics:&lt;/p&gt;&lt;p style="margin-left:5.7pt;"&gt;Patient interview (symptoms);&lt;/p&gt;&lt;p style="margin-left:5.7pt;"&gt;In vivo imaging e.g. X-ray, PET, MRI; In vitro sampling (Blood, biopsy etc)&lt;/p&gt;&lt;p style="margin-left:5.7pt;"&gt;Diagnostics performance - Sensitivity, Specificity, Precision.&lt;/p&gt;&lt;p style="margin-left:5.7pt;"&gt;Positive &amp;amp; negative predictive values (PPV, NPV)&lt;/p&gt;&lt;p style="margin-left:5.7pt;"&gt;&amp;nbsp;&lt;/p&gt;&lt;p style="margin-left:29.7pt;"&gt;&amp;bull;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; Molecular Diagnostic (MDx) Technologies&lt;/p&gt;&lt;p style="margin-left:5.7pt;"&gt;DNA-based e.g. (q)PCR, Sequencing (Sanger, Pyro, Next Gen/NGS)&lt;/p&gt;&lt;p style="margin-left:5.7pt;"&gt;Syndromic testing&lt;/p&gt;&lt;p style="margin-left:5.7pt;"&gt;Protein-based e.g. ELISA, Immunohistochemistry&lt;/p&gt;&lt;p style="margin-left:5.7pt;"&gt;Metabolite-based e.g. Chromatography (LC-MS)&lt;/p&gt;&lt;p style="margin-left:5.7pt;"&gt;Diagnostic devices and formats; Companion diagnostics&lt;/p&gt;&lt;p style="margin-left:5.7pt;"&gt;&amp;nbsp;&lt;/p&gt;&lt;p style="margin-left:29.7pt;"&gt;&amp;bull;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; Medical Diagnostics - Regulatory Environments and Requirements&lt;/p&gt;&lt;p style="margin-left:5.7pt;"&gt;Why regulation is necessary. Regulatory agencies in EU/US/CN/JP/AUS&lt;/p&gt;&lt;p style="margin-left:5.7pt;"&gt;Approval process and requirements.&lt;/p&gt;&lt;p style="margin-left:5.7pt;"&gt;Overview of US regulations - ASR, CLIA, 510k, PMA.&lt;/p&gt;&lt;p style="margin-left:5.7pt;"&gt;Example of regulatory approval process for device and assay (FDA/CE documents)&lt;/p&gt;&lt;p style="margin-left:5.7pt;"&gt;Typical development process and documentation requirements&lt;/p&gt;&lt;p style="margin-left:5.7pt;"&gt;Post-launch surveillance&lt;/p&gt;&lt;p style="margin-left:5.7pt;"&gt;Impact of regulatory processes - positive and negative on healthcare&lt;/p&gt;&lt;p style="margin-left:5.7pt;"&gt;&amp;nbsp;&lt;/p&gt;&lt;p style="margin-left:29.7pt;"&gt;&amp;bull;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; Translational Medicine Overview&lt;/p&gt;&lt;p style="margin-left:5.7pt;"&gt;Rationale: translate new discoveries into clinical practice - improve human health. Definition (three pillars: benchside, bedside and community).&lt;/p&gt;&lt;p style="margin-left:5.7pt;"&gt;Combine disciplines, resources, expertise, and techniques within these pillars to promote enhancements in prevention, diagnosis, and therapies.&lt;/p&gt;&lt;p style="margin-left:5.7pt;"&gt;Future of Diagnostic Medicine&lt;/p&gt;&lt;p style="margin-left:5.7pt;"&gt;Mechanisms supporting this: Government, Commercial, Programs and organizations supporting translational science&lt;/p&gt;&lt;p&gt;&amp;nbsp;&lt;/p&gt;</Content>
  </Syllabus>
  <TeachingMethods Applicant="Y" Label="Teaching and learning methods" Student="Y">
    <Content></Content>
  </TeachingMethods>
  <AssessmentMethods Applicant="Y" Label="Assessment methods" Student="Y">
    <IntroText> </IntroText>
    <Method>
      <MethodId>0</MethodId>
      <MethodName>Other</MethodName>
      <MethodWeight>100%</MethodWeight>
    </Method>
    <OtherDescription>&lt;p style="margin-left:5.7pt;"&gt;800 word essay &amp;ndash; 10%&lt;/p&gt;&lt;p style="margin-left:5.7pt;"&gt;Poster Presentation &amp;ndash; 20%&lt;/p&gt;&lt;p style="margin-left:5.7pt;"&gt;2-hour written examination (70%), comprising 2 essays from a choice of 5.&lt;/p&gt;&lt;p&gt;&amp;nbsp;&lt;/p&gt;</OtherDescription>
  </AssessmentMethods>
  <FeedbackMethods Applicant="Y" Label="Feedback methods" Student="Y">
    <Content>&lt;ul&gt;	&lt;li&gt;		Blackboard Discussion Board - checked regularly by Unit Coordinator.&lt;/li&gt;&lt;/ul&gt;</Content>
  </FeedbackMethods>
  <RequirementsList Applicant="Y" Label="Pre/co-requisites" Student="Y">
    <Requirement>
      <UnitCode></UnitCode>
      <UnitTitle></UnitTitle>
      <RequirementType></RequirementType>
      <Description></Description>
    </Requirement>
    <AdditionalRequirement>&lt;p&gt;None. Helpful units include:&lt;/p&gt;&lt;ul&gt;	&lt;li&gt;		BIOL21351: Molecules &amp;amp; Cells in Human Disease&lt;/li&gt;	&lt;li&gt;		BIOL20902: Clinical Sciences RSM&lt;/li&gt;&lt;/ul&gt;</AdditionalRequirement>
  </RequirementsList>
  <AcademicPrograms Applicant="Y" Label="Academic programmes" Student="Y">
    <AcademicProgram>
      <Program></Program>
      <Plan></Plan>
      <Level></Level>
      <Requirement></Requirement>
    </AcademicProgram>
  </AcademicPrograms>
  <FreeChoice Applicant="Y" Label="Available as a free choice unit?" Student="Y">
    <Content>N</Content>
  </FreeChoice>
  <Accreditation Applicant="Y" Label="Accreditation" Student="Y">
    <Content></Content>
  </Accreditation>
  <RecommendedReading Applicant="Y" Label="Recommended reading" Student="Y">
    <Content>&lt;p&gt;There are no specific textbooks for this unit.&lt;/p&gt;</Content>
  </RecommendedReading>
  <StudyHours Applicant="Y" Label="Study hours" Student="Y">
    <IntroText> </IntroText>
    <ScheduledHours Applicant="Y" Label="Scheduled activity hours" Student="Y">
      <ActivityHours>
        <ActivityType>Assessment written exam</ActivityType>
        <Hours>2</Hours>
      </ActivityHours>
      <ActivityHours>
        <ActivityType>Lectures</ActivityType>
        <Hours>17</Hours>
      </ActivityHours>
    </ScheduledHours>
    <PlacementHours Applicant="Y" Label="Placement hours" Student="Y">
      <ActivityHours>
        <ActivityType></ActivityType>
        <Hours>0</Hours>
      </ActivityHours>
    </PlacementHours>
    <TotalHours Applicant="Y" Label="Independent study hours" Student="Y">
      <Hours>81</Hours>
    </TotalHours>
  </StudyHours>
  <Notes Applicant="Y" Label="Additional notes" Student="Y">
    <Content></Content>
  </Notes>
</CourseUnit>
