MRC Doctoral Training Partnership in Biomedical Sciences
Student Handbook 2017-18
While every effort has been made to check the accuracy of the contents of this booklet, information may be subject to change from time to time. Always check with your Programme Organiser or the Academic Centre to make sure you are making
decisions on the basis of current University policy.
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Table of Contents
DTP Academic Leadership Team ............................................................................................................... 3
DTP Management Team ............................................................................................................................. 4
Introduction ................................................................................................................................................. 5
DTP Programme ......................................................................................................................................... 7
Training framework ................................................................................................................................... 10
Skills training ............................................................................................................................................. 11
Cohort building .......................................................................................................................................... 13
Flexible supplement ................................................................................................................................... 13
Professional development ........................................................................................................................... 13
Commercialisation and Entrepreneurship .................................................................................................. 14
Public engagement ..................................................................................................................................... 14
MRC DTP Symposium ............................................................................................................................. 14
Personal Tutors .......................................................................................................................................... 15
Mentoring .................................................................................................................................................. 15
Staff-student liaison committee .................................................................................................................. 15
Health and Safety ...................................................................................................................................... 15
Communication ......................................................................................................................................... 16
Academic Honesty and Integrity ............................................................................................................... 16
Generic and computer skills ....................................................................................................................... 16
Progression ................................................................................................................................................. 16
Holiday Entitlement .................................................................................................................................. 17
Illness ......................................................................................................................................................... 17
Maternity, Paternity and Adoption Leave ................................................................................................. 18
Teaching & Demonstrating Opportunities ................................................................................................. 18
Bench Fees ................................................................................................................................................. 19
Recognition of funding in writing, presentations, email signatures etc. ...................................................... 20
MRes In Biomedical and Translational Science ......................................................................................... 22
Structure ........................................................................................................................................ 22
Credit Award ................................................................................................................................. 24
Susan Tucker Prize for Outstanding Achievement ........................................................................ 24
Learning Resources ........................................................................................................................ 25
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Attendance, leave and illness .......................................................................................................... 25
Research Project Modules .............................................................................................................. 26
Experimental Skills Module ........................................................................................................... 30
PhD Project Proposal Module ........................................................................................................ 33
Reflective learning portfolio ........................................................................................................... 35
Feedback ........................................................................................................................................ 35
Campus Maps ............................................................................................................................................ 36
Getting Around .......................................................................................................................................... 38
Shuttle Bus ................................................................................................................................................. 38
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DTP Academic Leadership Team
Prof Michael Malim [email protected]
Director 020 7188 0149 Head of School: School of Immunology & Microbial Sciences Faculty of Life Sciences &Medicine
Dr Baljinder Mankoo [email protected]
Academic Training Lead 0207 848 6594 Randall Division of Cell and Molecular Biophysics,
School of Basic & Medical Biosciences Faculty of Life Sciences &Medicine
Prof Rebecca Oakey [email protected]
Theme 1 lead 020 7848 8147
Division of Genetics & Molecular Medicine, School of Basic & Medical Biosciences
Faculty of Life Sciences &Medicine tbc
Theme 1 deputy
Prof. Francesca Happé [email protected]
Theme 2 Co-lead 020 7848 0871 Department Of Social Genetic & Developmental Psychiatry, Institute of Psychiatry, Psychology and Neuroscience
Dr Sandrine Thuret [email protected]
Theme 2 Co-lead 020 7848 5405 Department of Basic & Clinical Neuroscience Institute of Psychiatry, Psychology and Neuroscience
Prof. Cathy Shanahan [email protected]
Theme 3 lead 020 7848 5221 School of Cardiovascular Medicine & Sciences Faculty of Life Sciences & Medicine
Prof. Peter Jones [email protected]
Theme 3 deputy Division of Diabetes and Nutritional Sciences School of Life Course Sciences
Faculty of Life Sciences & Medicine Prof. Phil Blower [email protected]
Theme 4 lead 020 7188 8366 School of Biomedical Engineering & Imaging Sciences Faculty of Life Sciences &Medicine
Dr Sebastian Roujol [email protected]
Theme 4 deputy School of Biomedical Engineering & Imaging Sciences Faculty of Life Sciences & Medicine
Dr Steve Niederer [email protected]
iCASE Team Lead School of Biomedical Engineering & Imaging Sciences Faculty of Life Sciences & Medicine
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Dr Linda Klavinskis
[email protected] Vice-Dean Postgraduate Study (FoLSM)
Prof Sarah Byford [email protected] Vice-Dean Postgraduate Study
(IoPPN)
Prof Abigail Tucker [email protected]
Vice-Dean Postgraduate Study (DI)
Dr Tom Foulkes [email protected]
Director of Research Development
Dr Nigel Eady [email protected] Director of Centre for Doctoral
Studies
DTP Management Team Paula Clackson MRC DTP Manager
[email protected] 020 7848 8179
Elena Allen MRC DTP Research Training & Development Coordinator
[email protected] 020 7848 8507
Daniel Taylor MRC DTP Administrator
[email protected] 020 7848 8507
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Introduction King’s College London provides all students core information to aid with their studies. A tiered system is in place to provide students with key information pertinent to their studies. The tiers are as follows:
• University-level information
• Faculty-level information
• Programme/department-level information The MRC DTP utilizes university level and faculty level guidance in the support we offer as a programme to MRC DTP students, therefore we do not seek to replicate these documents. DTP students are expected to refer to these resources when seeking university level or faculty level information and support, links to these resources can be found at: University Handbook http://www.kcl.ac.uk/aboutkings/quality/academic/myhandbook/index.aspx Core Code of Practice for Postgraduate Research Degrees: https://www.kcl.ac.uk/governancezone/Assets/Research/Postgraduate%20Research,%20Core%20Code%20of%20Practice%202016-17.pdf Academic Regulations 2017/18 https://www.kcl.ac.uk/campuslife/acservices/Academic-Regulations/assets-17-18/Academic-Regulations-2017-18.pdf
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In the pages below you will find programme specific information. Detailed information and resources can be found on the KEATS e-learning platform. https://login-keats.kcl.ac.uk/ Postgraduate Research Student Handbook (for PhD students, including those in the PhD phase of the 1+3 pathway)) The DTP spans three faculties at King’s: the Dental Institute (DI), Faculty of Life Sciences & Medicine (FOLSM), and the Institute of Psychiatry, Psychology and Neuroscience (IOPPN). There are some differences in the monitoring and reporting of PhD student progress in the different faculties. MRC DTP students must follow the expectations of their host faculty. Detailed information will be found in the following documents: For students registered in IOPPN https://internal.kcl.ac.uk/ioppn/stu/pgr/importantdocs.aspx For students registered in FoLSM and Dental Institute https://virtualcampus.kcl.ac.uk/vc/graduates/pgrt/handbooks/generalresources/PGRHandbookFinal.pdf
Postgraduate Taught Student Handbook (for MRes students on 1+3 pathway) https://internal.kcl.ac.uk/lsm/students/pgt/handbook/index.aspx The new Online PGT Handbook includes information on: Teaching and Learning Assessment Enrolment Lab Safety Support The second part of this handbook contains specific information for the DTP MRes programme. This complements the university information on Academic Regulations.
The MRC DTP must also follow the Research Council UK (RCUK) Training Grant Terms & Conditions.
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DTP Programme Our strategy is to identify the best students and provide a bespoke and collaborative training programme tailored to each student’s needs. Information on programme structure, training etc. can be found on the DTP website: https://kcl-mrcdtp.com/ For students joining the DTP programme in September 2017 we offer two pathways; a PhD only pathway, and a “1+3” MRes/PhD pathway with laboratory rotations (explained via diagram on page 10). This recognises that outstanding students will come from a range of backgrounds, and have a range of interests and training needs. Importantly, both pathways provide adequate time for training in both experimental and broader research skills, with a particular focus on quantitative skills and research methodologies. We will also use this opportunity to engage students in skills to enhance career prospects and employability including entrepreneurship, business management, research ethics & integrity, and public engagement. The DTP is organized into four themes that embrace both non-clinical and clinical research, and permits us to offer an exciting and diverse portfolio of research projects Theme 1: Molecules, Cells and the Basis for Disease Lead: Prof. Rebecca Oakey Theme 1 brings together multiple disciplines in biosciences and medicine to understand the basis for disease, which includes approaches centred in both basic and translational research. Our areas of focus include genetics, epigenetics and bioinformatics, immunology and infection, regenerative medicine including cellular therapies, cellular biology especially as it relates to cancer and biophysics. These areas and the interfaces between them are current strengths and priorities for King’s. Students will acquire a broad range of core research skills and scientific knowledge based on an interdisciplinary approach to teaching and learning in a strong cohort-based environment. Projects range from primarily experimental laboratory-based research to computational and bioinformatics-based with some combining both. We welcome graduates from the life sciences and related disciplines, as well as computer sciences and informatics and those wishing to combine their skills across disciplines to contribute to research in the healthcare field Theme 2: Neurosciences, Psychiatry and Mental Health Co-leads: Prof. Francesca Happé and Dr Sandrine Thuret Theme 2 brings together multiple disciplines across fundamental and clinical neurosciences, psychiatry, and psychology to understand the mechanisms of and interventions for disorders affecting mind and brain. Theme 2 is dedicated to advancing our understanding of the molecular, cellular and functional basis of neurological, neurodevelopmental and psychiatric disorders and the discovery, implementation and evaluation of novel diagnostic tools and therapeutic interventions. Projects in this theme span developmental, molecular, cellular and systems neuroscience, neuroimaging, bioinformatics, statistical genetics, epidemiology, and experimental and clinical research. Students can join world-leading labs on
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topics as diverse as sensory disorders (including pain), neurodevelopmental disorders (e.g. Autism, Attention Deficit Hyperactivity Disorder), neurodegenerative disorders (e.g. Alzheimer’s Disease), experimental medicine in psychiatry (e.g. Psychosis), clinical trials to improve mental health (e.g. Anxiety, Depression, Eating Disorders), quantitative genetics of risk and resilience, data capture from electronic health records, and the social sciences interface with mental health (e.g. environmental effects such as bullying).
Students will have access to cutting edge facilities such as state-of-the-art imaging, cell culture and genome editing facilities. They will acquire a broad range of core research skills and scientific knowledge based on an interdisciplinary approach to teaching and learning in a strong cohort-based environment. Projects span experimental ‘wet’ laboratory-based research, in-person studies with clinical groups, and computational and bioinformatics-based projects exploiting our unparalleled data-sets and cohorts. We welcome graduates from the life sciences and related disciplines, social science, computer sciences and informatics, and those wishing to combine and enhance their skills across disciplines. Theme 3: Physiological Medicine Lead: Prof. Cathy Shanahan Theme 3 has a bench to bedside approach focusing on cardiovascular and respiratory disease, foetal and maternal health, and diabetes and obesity. Projects have an interdisciplinary ethos and range from studies aimed at linking molecular mechanisms of disease to physiological outcomes, to those exploring the synergies between organ-based physiology disciplines, and include highly translational/clinical projects. A major emphasis of the theme is on how scientific knowledge can to translated to patient benefit hence projects synergize across disciplines often pairing basic cell and molecular biology with physiology, in vivo imaging, computational modelling, medical device and treatment development and biomarker discovery utilising both pre-clinical and clinical models. We welcome graduates from across the entire range of science, technology, engineering and medicine who thrive in a mission based research environment who wish to enhance and utilise their skills to advance healthcare. Theme 4: Imaging and Biomedical Engineering Lead: Prof. Phil Blower This theme focuses on the link between biomedical and physical sciences; particularly chemistry, physics, engineering and computational approaches. Clinical and preclinical (in vivo imaging in animals) functional and molecular imaging (MRI, PET, X-MR and PET-MR) is a major strength, along with computational modelling and biomaterials. Students will gain a highly interdisciplinary set of skills (both learning a wide array of interdisciplinary skills and learning to interact as a member of an interdisciplinary team). Much of the emphasis is on the development of medical imaging methods (radionuclide imaging/positron emission tomography etc., magnetic resonance imaging, optical imaging, ultrasound etc.), biomedical engineering (devices for imaging and medical intervention) and biomaterials (matrices for cell based therapy etc.) that will ultimately be translated into humans; indeed some of the imaging projects directly involve imaging humans (patients and healthy volunteers). We welcome applications from graduate chemists, physicists, computer scientists, mathematicians, and engineers, particular those wanting to combine their expertise with other disciplines and those who want to apply it in the healthcare field.
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These themes will form the basis of the scientific training provided (see figure below). These themes have been selected because: • They are all central to current biomedical research endeavour;
• They feed into research activity in a wide range of Clinical Academic Groups and Biomedical
Research Centres (BRCs) at King’s and, as such, they are highly translatable areas. • They each have established critical mass and are actively performing world-class research at King’s. • Together these will help to underpin advances in scientific understanding in areas of strategic focus
including cancer/oncology and the health of the local populations where, for example, chronic immune, inflammatory and infectious diseases as well as mental health disorders are prevalent.
The research centres in the KCL Health Schools are situated at Guy’s, Waterloo, St Thomas’, and Denmark Hill campuses. Information on the campuses and travel is included at the back of this booklet. Relevant websites, with links to email addresses and maps, can be found at: http://www.kcl.ac.uk/campuslife/campuses/index.aspx
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Training framework
*There are currently two cohorts of students on the PhD pathway:
• Firstly,. those recruited to the DTP in early 2017 who had a choice of a 0+4 PhD or 1+3 MRes/PhD pathway, and selected the )+4 PhD route. These students have 48 months of PhD research. • Secondly, those recruited under the MRC initiative for Advanced Therapeutics, Health Informatics and Digital Technologies. These students have 42 months or PhD research. In all respects both cohorts are treated the same.
Theme 1
Mol. Cell.Dis.
Theme 2
Neuro.
Theme 3
Physiol. Med.
Theme 4
BioEng.
Public Engagement
Core research skills: quantitative skills, research methods, ethics and integrity
Professional Development and Career Support
Commercialisation and Entrepreneurship: in house training, option of industrial placements
Flexible Supplement: specific skills training, collaborations
Cohort Activities: Networking Fora, Journal Clubs, Symposia, Publishing, Social activities
PhD pathway OR 1+3 MRes/PhD pathway No rotations 3 x 12 week rotation projects 3 compulsory skills workshops 3 compulsory skills workshops 2 selected skills workshops 5 selected skills workshops
Thesis proposal and Literature review Thesis proposal and Literature review
42 or 48 months PhD research* 36 months PhD research (based on one of the MRes rotation projects)
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Skills training MRes/PhD pathway All MRes students select 3 rotation research projects of 12 weeks each. The complete project catalogue for 2017-2018 can be found on KEATs. One of these projects then provides for the basis of the PhD project. The DTP has established a catalogue of workshops, which provide training in a variety of skills. Students on the MRes/PhD pathway will complete 3 compulsory workshops plus select 5 experimental skills workshops in the first year. From the second onwards students on the 1+3 pathway are expected to select 2 experimental skills workshops each year. PhD pathway PhD pathway students immediately begin research on their selected PhD project. Students on the PhD pathway will complete the 3 compulsory workshops plus select 2 experimental skills workshops in their first year. From the second onwards students on the PhD pathway are expected to select 2 experimental skills workshops each year. Important note MRes students are required to take and pass the assessments of all 8 workshops to be eligible for the MRes. PhD students in the first year must not only attend the requisite number of workshops but also pass the assessments to progress successfully through the MPhil/PhD upgrade... Workshops There are 3 compulsory workshops for all DTP students in the first year.
1. Experimental design and statistics: there has been much debate in the scientific media in recent years on the poor quality, and consequently irreproducibility, of a significant fraction of published work. In response several publishers, such a Nature, Lancet etc., have defined minimum standards for the design and analysis of work they publish. These criteria are founded on principles of good experimental design, as this provides the backbone for collecting data, defining the appropriate statistical analysis and the interpretation of the results. These principles will be focus of this workshop, and the aim is to provide students with an understanding of how to design experiments that can generate robust and reliable data.
2. Research ethics and integrity: the UK Association of Research Ethics Committees identifies five
principles that underpin ethical research: Autonomy, Beneficence, Non-maleficence, Confidentiality, and Integrity. These may seem self-evident, however, it is generally the case that researchers are expected to understand these principles implicitly without any opportunity for reflection and discussion. This workshop will address these issues and, in particular, focus on the ethics involving the use of human subjects/tissues and animals. The training will be led by academics at King’s who have expertise on legal and ethical aspects of research
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3. Critical thinking: while employers of PhD graduates, whether in research or outside, value their excellent research skills, ability to organize and manage projects, and their independence; problem-solving and critical thinking skills are widely cited as key attributes that contribute to innovation, competitiveness and, for commercial employers, profitability. Therefore, to support your development as critical thinkers we have set up theme-specific workshops that will engage students in activities that promote questioning and a rigorous approach to evaluating research.
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Cohort building Belonging, training and socialising within a cohort of student peers undoubtedly enhances the student experience, and helps develop broad-minded and interactive graduates. Prior experience indicates that student cohorts are a powerful driver of novel collaborations between research groups. Networking commences at recruitment and continues in year 1 through the Core Research Skills training provision, along with a major introductory social event. On-going training and networking activities (see below) will continue to strengthen the cohort. Non-DTP MRC-funded students will take part in all relevant activities. “Ownership culture” is encouraged by having the students organise elements of the programme. Specifically, an annual DTP symposium (talks, posters, and external Keynote Speaker); quarterly Early Career Researcher Networking forum/social; informal research brainstorming/planning sessions; journal clubs; and specialized technology workshops. We have a student-led social committee, which leads on organizing regular socials throughout the year for all MRC DTP students to attend. Student feedback will inform the evaluation and development of activities.
Flexible supplement All students funded by the MRC at King’s are eligible to apply for funds to support additional training etc. from the Flexible Supplement Fund. Applications are open twice a year via a standardised process; the DTP Flexible Supplement Panel assess these applications according to student need and MRC and King’s priorities. Potential uses are external training in areas of strategic need (esp. by visiting external labs), industry placements and in rare cases “bridging” funding to permit a high impact publication. Visit the MRC DTP website for information on how to apply: https://kcl-mrcdtp.com/flexible-supplement-fund/. The MRC DTP also strongly encourages you to apply to wider funding opportunities, some of which will be advertised via the Centre for Doctoral Studies.
Professional development All DTP students will benefit from an Academic tutor. Monitoring, mentoring and career development is led by the theme leads, to create a personalised development plan. Wide-ranging transferable skills training (10 days per year) is provided by the King’s Centre for Doctoral Studies programme, mapped against the Vitae Researcher Development Framework. This Programme runs ~300 workshops/year, incl.: thesis writing, time management, presentation skills and problem solving, and provides access to workshops at other London HEIs. 1:1 coaching is also offered. The Brilliant Club trains students to engage high-performing pupils in schools with a low-participation rate in higher education. There is also an open competition for funding for unaddressed needs. King’s will promote industry-related career development events run by the Academy of Medical Sciences with industry partners. The balance between research, transferable skills and industrially-oriented training will provide the opportunity to consider wider careers, including science policy, publishing, patenting, and management in industry, which will enhance career prospects and employability.
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Commercialisation and Entrepreneurship King’s has an active student entrepreneurship programme covering a wide range of activities: Enterprise Connect (offering training and networking), competitions and events, a “Lion’s Den” challenge, and a Pop-Up Incubator programme. The King’s Commercialisation Institute will run workshops to understand intellectual property and licensing, formation of a spinout company, business plans, financial modelling, negotiation with commercial parties and case studies in business development. Interested DTP students may undertake short placements within the Commercialisation Institute; developing business plans (both spin out and licensing approaches) for commercial projects (http://www.kcl.ac.uk/innovation/business/support/entrepreneurship/index.aspx).
Public engagement This is an important skill set to acquire early in a scientific career. All DTP students will be given both formal training and opportunities to engage in practical activities with the public (e.g. Pint of Science), patients groups and schools, led by staff from Science Gallery London (http://london.sciencegallery.com/) and supported by the BRCs. For the UK Science Festival, students will communicate their work, through hands-on displays, posters and talks to reach a wide audience. School visits will stimulate interest in science
MRC DTP Symposium All current and previous students of the DTP participate in an annual symposium, which is organized by a student committee. This normally takes place in the Autumn; the MRC DTP Symposium 2017 will be held on Friday 20th October.
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Personal Tutors A personal tutor is an academic member of staff who will take an active interest in a student's academic progress and university experience, and is concerned for a student's general welfare. All MRC DTP MRes students are allocated a Personal Tutor by the relevant Theme lead. . Postgraduate Research students do not have a personal tutor; most of this responsibility is that of the PhD supervisors; additionally Postgraduate Coordinators for each research centre have a pastoral role to support their PhD students. MRC DTP MRes students will be informed of who their personal tutor is when they start the programme, we recommend visiting this webpage to understand how to make the most of this support network.
Mentoring To support new DTP students each is assigned a student mentor from the programme. Mentors can provide independent advice based on their experiences. All mentors are required to undergo approved training.
Staff-student liaison committee Students are encouraged to seek guidance and support from academic staff during their rotation projects and workshops. Additionally, MRC DTP students are invited to the termly Student Staff Liaison Committee Meetings to share feedback with the Executive Team. Each year the DTP will ask the cohort for volunteer student representatives; the student representatives will be invited to all MRC Executive Committee Meetings to input their thoughts and views into the programme.
Health and Safety King’s has a University-wide Health & Safety Policy. There are also local rules for each site and the student must ensure that he/she is familiar with these before starting work. It should be noted that workers using human tissue or cells should have up to date protection by vaccination against hepatitis B (HBV) if carrying out a study in a laboratory where human tissues are used. All students must also have up to date tetanus inoculations. Students are required to inform the Academic Centre of any known allergies and medical problems that may require special consideration/ assessment support whilst carrying out the course. Occupational Health clearance is required for all projects. As postgraduate students you will be allowed greater freedom than undergraduate students and therefore will have more responsibility for your own and each other’s health and safety. The well being of our students is of paramount importance, and we strongly urge students to share with us any concerns they have that are affecting their progress. You can discuss your concerns with any member of the steering committee or administrative staff. Any disclosures of a personal nature will be treated with strict confidence, unless you agree that we should discuss these with other staff at King’s e.g. welfare office, counsellors etc.
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Communication Students are required to use their KCL email address for email correspondence with KCL staff.
Academic Honesty and Integrity Academic honesty and integrity underpins academic success, the KCL strategy can be found at: https://www.kcl.ac.uk/governancezone/Assessment/Academic-Honesty-Integrity.aspx As a student of the College it is expected that you will: • Respect your academic community by behaving with academic integrity and honesty • Familiarise yourself with the specific citation conventions required by your department/School • Use the correct citation conventions in all aspects of your work • Write all summative assessments independently, unless permitted to do otherwise • Sign a declaration with each assessment that the assignment submitted is your own work • Seek help if you are unsure what is meant by the term plagiarism and collusion • Make use of the College’s study module within Turnitin Training is provided by the University to use EndNote for bibliographic citation in preparing reports (this is available for free for all KCL students). Training is also provided on standards for citations and plagiarism. Additional support is available through KEATS. Skills Forge: https://training.kcl.ac.uk/kcl Centre for Doctoral Studies: https://www.kcl.ac.uk/study/doctoral-studies/index.aspx
Generic and computer skills A good understanding of Word, PowerPoint and Excel is assumed. A wide range of software and relevant training courses are available, via the Centre for Doctoral Studies on Skills forge. Note, however, that there may be waiting lists for popular courses. These courses are not compulsory, but you should discuss with programme mentors and supervisors, which are relevant to your training.
Progression There are distinct processes for monitoring and supporting progress, depending on whether a student is in the MRes year or PhD phase of the programme. MRes students: progression is monitored by their Academic Tutor and the DTP Executive. Students successfully complete all modules and pass the corresponding assignments to achieve 180 credits for the award of the MRes. This qualifies the student to progress to the PhD phase of the programme. More details are provided in the section on the MRes.
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PhD students: there are a number of ways in which the university ensures that students receive helpful and independent advice on their progress. Students should meet regularly with their supervisors and it is essential that students and supervisors keep and agree a written record of these formal meetings. Details on the relevant regulations and processes are included in the A4 Regulations and Core Code of Practice for Research Degrees. These documents can be found at the university level of information. All PhD students in the Health Schools are assigned a Thesis Progress Committee that has responsibility for monitoring and supporting PhD students through the entirety of the PhD. Along with regular meetings with supervisors PhD students are to complete regular progress reports. Which are expected to coincide with formal meetings of the Thesis Progression Committee.
All research progress forms are submitted online through the King’s Online Student Records System which you can login to using your KCL student username and password. You will receive an automated email to advise when these progress reports are due. An outline of the online progress report process can be found on the Centre for Doctoral Studies pages.
As each of the Health Faculties has slight differences in managing these processes, we encourage all MRC DTP students to consult the PGR Student Handbook of their Faculty for local requirements of Thesis Committee Meetings and progression monitoring.
FOLSM and Dental Institute: https://virtualcampus.kcl.ac.uk/vc/graduates/pgrt/handbooks/generalresources/PGRHandbookFinal.pdf
IoPPN: https://internal.kcl.ac.uk/ioppn/stu/pgr/importantdocs.aspx
Holiday Entitlement Students should agree their holiday periods, between a minimum of four weeks and up to a maximum of eight weeks per year inclusive of public holidays and university closure dates, with their supervisor. Excessive absences will be reported to the Faculty/School via normal progress report procedures.
Illness King’s policies and regulations apply to illness, provision of medical certificates, suspension of registration etc. Our best advice is that for any illness beyond a few days for students immediately to contact their supervisors, DTP administrators (for those in the MRes) and research centre administrator (for those in the PhD phase).
Please note the RCUK guidance is followed concerning payment of stipend during illness:
42. Award payments can continue during absences covered by medical certificates for up to 13 weeks, within any 12-month period. RCs do not need to be sent medical certificates, but ROs may wish to retain copies for audit purposes. Beyond 13 weeks, studentships should be put into abeyance. Medical absences beyond the 13 weeks are not funded by the RCs.
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Maternity, Paternity and Adoption Leave
The MRC DTP adheres to the maternity, paternity and adoption leave procedures as detailed by the RCUK Grant Condition 6, paragraphs 54-63.
Teaching & Demonstrating Opportunities When considering working during a research degree MRC DTP students must adhere to MRC and KCL regulations. The KCL Core Code of Practice for Postgraduate Research Students states:
During the registration period, the priority of a student and supervisor(s) is the completion of the research degree. However, with the prior approval of the supervisor, a student may undertake a certain level of work not directly related to their degree, which is undertaken in their own time outside of their degree. It is essential that the supervisor and student must ensure that any such work undertaken is not detrimental to the studies. If it becomes apparent that a student’s progress is being affected by additional work then the expectation is for the supervisor to deal with this as a performance issue, and may require a change of mode of registration from full- to part-time.
Normally this additional work takes the form of assisting with undergraduate teaching, for which PhD students are remunerated. The below information is extracted directly from the KCL Core Code of Practice for Postgraduate Research Students:
Students may be given the opportunity by Heads of Department, with the approval of the supervisor(s) to engage in education support by contributing to undergraduate teaching. In addition, where appropriate, full-time students may also undertake one clinical session (not related to their studies) per week, and/or contribute towards research-related projects, not directly related to their studies.
Students may also be given the opportunity to be involved in both formative and summative assessment activities for undergraduate degrees, with the agreement of their supervisor(s) and receive support from an academic mentor as well as complete the appropriate training.
The student’s responsibilities must be clearly defined in writing, be compatible with their research responsibilities, supported by their supervisor(s), and never exceed a maximum of six hours in total per term week. All students must be provided with appropriate training before commencing any teaching, and must be fairly paid for this work.
Research students who engage in education support should be mentored by an academic member of staff and receive feedback on their activities from the students they have taught.
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The RCUK Training Guide adds to this:
68. Students may undertake teaching or demonstrating work when this is compatible with their training and provided their supervisors approve. The total time spent (including preparation and marking) should not interfere with the progress of the PhD. The amount of time is at the RO and supervisor’s discretion but it is recommended that this is no more than six hours in any week. It must not be compulsory and must be paid for at the RO's usual rate and supported by appropriate training. Costs for demonstrating or teaching may not be taken from the TG.
69. Students may also undertake a small amount of other paid work, provided the supervisor gives consent and it does not delay or interfere with the research training.
There are many ways to participate in teaching and demonstrating opportunities. In line with RCUK guidance, students will be paid for teaching and demonstrating on top of their stipend. Opportunities can be found via:
Education Database
King’s Internships
King’s Talent Bank
King’s Learning Institute
Students must adhere to the King’s Student Working Policy and note requirements of Talent Bank. Students should also refer to their faculty policy on Teaching Expectations of Research Staff:
Bench Fees
To support costs associated with the student’s research, supervisors receive a bench fee from the DTP. For MRC-funded students on the 1+3 pathway, a bench fee (also known as Research Training Student Grant (RTSG)) of £1,500 per rotation will be paid directly to the student’s supervisor. This sum will be paid in two instalments of £750. One instalment will be paid at the beginning of the rotation and a second instalment will be paid at the end of the rotation once the MRC DTP Coordinator has received the supervisors’ rotation report. Any residual funds remain with the supervisor at the end of the rotation.
Once the student begins their PhD Project or for those who start immediately on a PhD, a sum of £5,300 p/a will be paid directly to the supervisor in November of each year.
The MRC DTP Coordinator will contact supervisors regularly to obtain the account code to receive the bench fee payment.
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Recognition of funding in writing, presentations, email signatures etc. It is important to recognize your funding body in communications.
For written communication:
[Student Name] is supported by the UK Medical Research Council (training grant number) and King’s College London member of the MRC Doctoral Training Partnership in Biomedical Sciences. For presentations or an image based materials, please refer to the MRC’s guidance on the correct use of the MRC Logo: https://www.mrc.ac.uk/about/information-standards/mrc-brand-guidelines/logos-and-strapline/ An example of recognition of the MRC and the DTP in an email signature: Student Name King’s College London MRC Doctoral Training Partnership [Student/Candidate/Member] Host Laboratory Contact Details
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The following pages contain information specific to the MRes in Biomedical and Translational Science This includes information on the Skills Workshops, which is relevant to all DTP students
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MRes In Biomedical and Translational Science Programme Code: TMRS1MTBTS
The MRes in Biomedical and Translational Science programme is a 1-year full-time course, for those students that select the 1+3 pathway. The aims of this programme are to provide students with core skills to enable them to undertake high quality research and to critically appraise scientific literature. The MRes is the foundation year within the 4-year PhD programme (see below), it is not intended for the MRes to be undertaken as a stand-alone qualification.
Specifically the MRes course will provide students with
• The skills to critically appraise the fundamentals of biomedical and translational research;
• An understanding of the most significant and relevant areas of biomedical and translational research, including new therapeutic applications;
• Experience of skills essential for conducting high quality research, including: critical analysis and evaluation of published papers and research data; research design, study conduct and interpretation; and communication of scientific knowledge, both verbally and in writing;
Each student will have an Academic Tutor(s) that will meet at 3 month intervals to help guide, direct and review their studies:. This committee will also provide trainees with advice on career progression and project selection during and following their training. Students are encouraged to meet with mentors outside these formal meetings if they so require. Each student will also have a designated Personal Tutor who will provide pastoral support. The Personal Tutor will be an academic member so staff who is actively involved in the DTP, but will not be the Academic Tutor. All students will also have a designated student mentor who will provide guidance on adjusting to your life as a postgraduate researcher.
Structure The MRes consists of 5 Modules (Research Projects, Experimental Skills, and PhD Project Proposal). The Research Projects Modules are made up of 3 rotation laboratory projects. The Experimental Skills Module consists of short workshops of theoretical and practical training, and the PhD Project Proposal Module starts in July 2017 and is the student’s proposed PhD project. The MRes programme is arranged on a modular basis, according to the CAT (Credit Accumulation and Transfer) System.. There are five modules, each of which are worth MCAT points as described in the table below. Each piece of course work is assessed with marks awarded in proportion to the MCAT value. The MCAT points per module reflect the amount of time spent on the module and the degree of difficulty. Each piece of work is submitted electronically using the appropriate form that will be found on the course KEATS website.
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The programme enables students to collect 180MCAT (Master's Level CAT) points that are required in order to obtain an MRes degree and progress to the PhD phase of the programme
Module name: Module Code Module format: Credits Research Project 1 7MRD0001 Rotation research project 40 Research Project 2 7MRD0002 Rotation research project 40 Research Project 3 7MRD0003 Rotation research project 40 PhD Project Proposal 7MRD0004 PhD thesis research proposal 40 Experimental Skills 7MRD0005 Workshops (1-8) 20 Total: 180
Students are also required to complete as short reflective learning portfolio, this is not assessed but is compulsory. Detailed description of each module and how they are assessed is provided in the following sections, here is a brief overview. Research Projects Modules (7MRD0001, 7MRD0002, 7MRD0003) October –July There are three 12-week rotation-projects (Research Modules) within selected labs. Students decide their first rotation project after enrolment and after discussion with prospective project supervisors and tutors. Similarly, the selection of projects 2 and 3 is made in December and March, respectively.
Each project report will be prepared in standard scientific paper format and this and an oral presentation will be assessed at the end of each rotation projects. Supervisors will also assess the performance of each student during the project.
When carrying out rotation projects, the students will be expected to attend the local meetings of the host group, as appropriate to their project. Divisional and Departmental seminars are an important component of postgraduate training with the Research Division and should be attended. The seminars are advertised by regular emails to Division staff and students.
Experimental Skills Module (7MRD00005) October-June Students will attend short and intensive workshops (Experimental Skills Module) tailored to relevant scientific areas and research technologies (see page 9), and participate in journal clubs.
Students will be advised to attend relevant talks and lectures organised by other teaching or research programmes at KCL. KCL staff will give lectures on Translational Medicine at regular intervals. PhD Project Proposal Module July-September
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After the final rotation project, students will select a PhD thesis project and, with the guidance of the two supervisors, prepare a 4500-5000 word hypothesis-driven PhD research proposal with clear milestones for the initial 12 months (see page 13) 500Thsi will be assessed in an oral presentation in early September. Reflective Portfolio October-July In addition to the formal assessment within the modules that contribute to the final mark, students must submit a reflective learning portfolio. This can be found on KEATS. To progress onto the PhD phase of the programme a student must pass the MRes. At that stage students are registered first as MPhil status and registration status is transferred to PhD after successful completion of the MPhil-PhD transfer meeting that takes place in the first year of the PhD. The details of the programme are designed to allow an average of 75% time on rotation projects and 25% time on additional training components, including compulsory workshops. The specialist workshops allow the students to spend the day together learning about specific laboratory techniques.
Credit Award To be awarded the MRes, a student must pass all modules and attain 180 credits. Successful award of the MRes is a requirement for progression to the PhD phase of the overall programme. In other words a student must successfully pass all module assessments to continue to the PhD phase of the programme. The MRes Pass mark for the degree is 50%. A Merit is awarded for ≥ 60% and a Distinction for ≥70%. Students who do not pass all modules of the MRes and gain 180 credits, may, at the discretion of the Faculty Postgraduate Assessment Board, be awarded an Exit Award. A Postgraduate Certificate in Biomedical and Translational Science may be awarded on the completion of 60 credits, a Postgraduate Diploma in Biomedical and Translational Science may be awarded on the completion of 120 credits. Students with an exit award cannot continue to the PhD phase. All assessments resubmitted for marking will be capped at the minimum Pass mark, as required by the KCL A3 Regulations for Taught Programmes Section 8
Susan Tucker Prize for Outstanding Achievement The Susan Tucker Prize will be awarded annually to the most outstanding student in the MRes programme. The prize is funded by the Guy’s and St. Thomas’ Charitable Trust to commemorate Dr Susan Tucker who was a PhD student at St. Thomas’. Her research led to the development of an automatic technique for measuring N-acetyl B-glucosaminidase in urine. This formed the basis of extensive research into renal damage in transplantation, hypertension and pregnancy. Susan died in a
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climbing accident a few weeks after being awarded her PhD. The award was set up to recognise contribution to scientific knowledge and covers any resources, which assists with learning.
Learning Resources The MRes programme manages delivery of information and submission of assessments through the KEATS e-learning platform: https://login-keats.kcl.ac.uk/
Attendance, leave and illness This is a full-time course that runs for 12 months from September to September. Attendance at all workshops and other training sessions (e.g. seminars) deemed essential by the course organisers is compulsory. In addition, the project supervisor(s) should be informed about late arrival/early departure and attendance at workshops, lectures, etc. Days off should be taken in agreement with the relevant project supervisors. We have organised the start of each rotation project to allow for a short break, so short holidays should be restricted to the periods between project rotations. Students are strongly advised to take their main holiday during August, after writing their PhD research proposal. You are encouraged to continue working in the laboratory you have chosen for your PhD project after submitting the proposal and before the end of the MRes, this must be agreed with the relevant supervisors. In the case of days off for illness, the project supervisors should be informed in the first instance. If problems continue for more than a few days, the DTP administrator and course organisers should be informed. Late submission of reports can only be approved with the prior permission of course organisers, and will require supporting documents, such as medical certificates. Late submissions without approval will be marked as a fail. What if there are good reasons why I cannot submit by the specified deadline? If there are genuine reasons you cannot submit an assignment on time, it is essential that you contact us beforehand, and we can make alterative arrangements. Otherwise you risk getting a zero mark for that assignment, which could result in a fail for that module and the MRes.
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Research Project Modules Research rotation projects 1-3 (40 credits each) The main aim of these modules is to ensure that students acquire detailed understanding and expertise of a range of experimental techniques related to biomedical and translational research. The research projects that will form part of each laboratory rotation are published at the beginning of the Academic year.. The projects are screened by the Steering Group to ensure that they meet the remit of the DTP and that the supervisors can demonstrate appropriate expertise. Students then choose their rotations in succession after discussion with the research supervisors and their own academic tutors. Guidance on choosing your research projects Students should ensure that they discuss the following when they meet their supervisors for the first time: i) The research mechanisms under study and techniques that they will be using. Ensure that at least 3-4 relevant manuscripts are obtained, and that at least one is an easy to read review. ii) The other commitments that you have on the course, whilst in the supervisor's laboratory. Some supervisors will expect you to tell them exactly where you are at any one time. Others will have a more relaxed attitude. Ensure that you fit in with your supervisor's requirements, but also make sure they understand your other commitments to your training. iii) The administrative aspects for the mini-projects. These are similar to those already required for other BSc and MSc research projects, so the supervisors will be familiar with these. Each research division/department also has procedures for safety training and risk assessments that students must comply with. Consider more than one potential project for each rotation, and discuss the opportunities each provides with your academic mentors. Be prepared to try something you are not familiar with, this is an opportunity to explore different areas and we encourage you to be adventurous. Some previous students ended up doing a PhD project on a rotation project for which they had little prior knowledge but which captured their intellectual imagination. Objectives At the end of each Research Project module students will:
• Demonstrate they have acquired the skills to develop and address a relevant and feasible research question
• Have acquired the necessary experimental skills to design and conduct an independent research project that is feasible under appropriate supervision.
• Be able to critically appraise the current literature relating to the research topic under investigation. • Have applied a specialist knowledge of the subject to the research problem being investigated
• Have applied statistical and graphical packages as appropriate to analyse and present their experimental data
• Be able to write up a concise report of the module in the form of a scientific paper
• Be able to communicate their findings clearly verbally and visually (using PowerPoint slides or equivalent) to a wider audience.
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In addition to the research projects students are expected to (this will vary depending on local circumstances):
• Undertake training in the workshops
• Actively participate in directed seminars/laboratory meetings:
• Attend campus-based seminars in the participating Division at which PIs, postdoctoral fellows, and PhD students present their on-going research
• Attend seminars by national/international invited speakers at which PIs and research staff from the entire participating Division attend
• Perform directed study preparing written project reports and oral presentations based on their research findings during each laboratory rotation.
• Participate in the annual DTP Symposium, which is organized by students in the first year of the PhD.
Assessment The primary aim of the rotation projects is to give the students the opportunity to carry out research in a variety of different specialist laboratories. Due to time constraints, students may not always obtain meaningful results from each of project, but it is important that students fully understand the background and techniques that have been used. It is far more important to do one set of experiments well instead of doing several that are incomplete. Each laboratory rotation will be completed by submitting: 1. A 2300-2500-word report in the format of a research paper (70%) 2. A 10 min oral presentation using PowerPoint (20%) 3. A supervisor’s report on laboratory performance (10%)
The pass mark for each component is 50%.
Marking: Project reports and presentations use the King’s Model 2 – Double Marking. More details can be found on the King’s Marking Framework https://www.kcl.ac.uk/governancezone/Assets/Assessment/Marking,%20College%20Framework.pdf In line with King’s policy, in 2017-18 we shall be moving to online marking. This should enable us to provide feedback from assessors and members of the Leadership Group within three weeks after the date of each of the 3 project presentations. Additionally, the project supervisors will be asked to provide an assessment of the student’s performance, feedback on which will also be provided. i) Project Report: the project report should be submitted with the appropriate form (available via the course website) to the administrator. Each rotation project report should include the following: Concise but referenced introduction (this should critically evaluate relevant published research), ending with a hypothesis and objectives. A clear description of methods. Sections on results and discussion. The
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inclusion of key schematic diagrams of mechanisms, as well as complete graphs and/or tables of results, is recommended. A full description of experimental design and statistical analyses used must be provided. We understand that in many cases the results are preliminary and it may not be possible to make conclusions about their significance, this should be reflected in the discussion. It should be noted that the quality of presentation, in addition to content, will be assessed. It is essential that the project supervisor is involved in the planning of the report. Furthermore, it is advisable that the report is prepared in sufficient time to allow the supervisors a chance to read and comment on a draft, prior to submission of the final version. Late submission of reports can only be approved with the prior permission of course organisers, and will require supporting documents, such as medical certificates. Late submissions without approval will be marked as a fail with potentially serious consequences for the outcome of the MRes.
• Word limit: it is an important skill to write concisely and effectively, and reports that exceed maximum word limit will be penalized.
• Formatting: The format for each report should follow that of The Journal of Biological
Chemistry., except the two column format should not be used. The report should include a Capsule, Abstract of between 250-300 words, Introduction, Experimental Procedures (sufficient detail for a reader to be able to duplicate the experiments (including, for example, the supplier and catalogue numbers of antibodies, and specialist chemicals), Results and Discussion. The format for referencing citations and the References should also follow the format of J. Biol. Chem. This uses numbers to identify the citations in the text, and in the bibliography, in the following order, the full list of authors, year, title, journal name and volume and pages. The citations are listed in the References section in the order they are cited.
• Figures and Figure legends: Figures can be embedded in the text or included separately at
the end. Figure legends should be located adjacent to figures.
• Bibliographic software: You are required to use appropriate bibliographic software for all submitted work. Endnote is free to download from the King’s Library webpages but only for use on King’s owned desktop PCs. Training courses are available via Skills Forge. There are several free alternatives available, e.g.: Refworks (available through King’s Refworks logon page https://kclidp.kcl.ac.uk/idp/Authn/UserPassword), Mendeley, Papers2, Qiqqa, Zotero. Each has its own strengths and weaknesses. Find one that works well for you. But when you use them always check the formatting of the bibliography is correct.
• Marking criteria: Copies of the assessment forms that contain the criteria for assessment will be posted on the course website on KEATS. Project reports are double marked in compliance with Model 2
2. Oral presentations should be made using PowerPoint. Oral presentations will be for approximately 10 min, with additional time allowed for questions. Questions will be on facets of the project presentation and
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the associated research area. The presentations constitute an assessment; therefore only students on the MRes course and assessors can attend 3. A lab performance report submitted by the supervisor, which evaluates the student’s commitment and contribution to the project
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Experimental Skills Module Specialist workshops (20 credits total)The main aim of the module, which comprises 8 workshops is to ensure that students will acquire detailed understanding and training in a range of experimental techniques relevant to biomedical and translational research. The organisers of the workshops have invested a great deal of time and effort in providing these learning sessions. Several are unique to this programme. Attendance at all workshops is compulsory. Non-attendance will result in a fail, and therefore a fail of this module and consequently the MRes. Objectives At the end of this module students will:
• Be able to demonstrate and understanding of appropriate experimental design and analysis
• Discuss issues concerning research ethics and integrity, and implement these in their own research.
• Demonstrate the ability to critically appraise research in relate areas, to evaluate evidence and to present cogent arguments in support of their conclusions.
• Explain the theoretical and practical basis of a variety of experimental techniques
• Prepare a satisfactory report, or presentation or complete an assessment, of constituent workshops. Assessment The module contributes 11% to the overall MResassessment; with each workshop assessed by the workshop organisers through the evaluation of a short report (up to 800 words), presentation or other assessment. The overall module mark will be the average of the 8 workshop marks. At least 7 of these must be passed at 50%. The other report must be at least 40%. Each short report should include a brief introduction to the field, an appraisal of the techniques introduced and the application of these techniques toward new discoveries, using examples from the literature. The submission deadline will be set by teh workshop organiser to avoid conflicting with other submission deadlines. . Late submission of reports can only be approved with the prior permission of course organisers, and will require supporting documents, such as medical certificates. Late submissions without approval will be marked as a fail. Failure of a single workshop assessment will result in failure of the module and the entire MRes. You are strongly encouraged to submit the reports ahead of the deadline dates. You are required to use appropriate bibliographic software for all submitted work. The organisers of each workshop will determine the format of the workshop assignments, normally they are 800 word reports, but can be presentations, tests etc. Copies of the assessment forms that contain the criteria for assessment will be posted on the course website.
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Marking: For workshop assignments we use Model 5 –Single marking, as no individual piece of work contributes more than 15% of total module marks. More information is available from the Marking Framework https://www.kcl.ac.uk/governancezone/Assets/Assessment/Marking,%20College%20Framework.pdf 3 compulsory workshops for all DTP students in year 1: 1. Experimental design and statistical methods
2. Critical thinking skills
Delivered by each Theme
3. Research ethics and integrity
An additional 5 workshops are selected from the catalogue after discussion with Academic tutors. Students can choose from any workshops in the catalogue. A full description of the following workshops is provided in the Workshop Catalogue Organised by MRC DTP Theme 1:
• Computational approaches to protein structures
• Flow cytometry
• Imaging
• Mass spectrometry • Recombinant protein production and protein interaction assays Organised by MRC DTP Theme 2:
• Genetic association studies: uncovering the secrets of your genome
• Quantitative genetics and twin modelling
• Using mouse models to study behavior • EEG Organised by MRC DTP Theme 3:
• Quantitative polymerase chain reaction (qPCR)
• Mammalian cell culture
• Fundamentals of cellular electrophysiology
• Fluorescence immunohistochemistry • Non-coding RNAs in disease
• Radioimmunoassay
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Organised by MRC DTP Theme 4:
• Introduction to whole body imaging
• Molecular imaging with radionuclides
• Multi-modal imaging (non-radionuclide) Organised by Stem Cells & Regenerative Medicine:
• Stem Cells and Regenerative Medicine 1 – Latest Developments
• Stem Cells and Regenerative Medicine 2 - Adult Mouse Stem Cells Practical Organised by Maudsley BRC:
• Conducting and analysing qualitative interviews
• Basic neuroanatomy
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PhD Project Proposal Module Research proposal (40 credits) This will take place during July-September. The primary aims of this module are to enable students to conduct a comprehensive and critical review of the literature, to define a set of aims and objectives to provide the basis of a PhD project that will begin after successful completion of the MRes programme. It is expected that normally the selected PhD project will be related to one of the rotation projects completed in the MRes, but may include elements of more than one project if agreed by the relevant supervisors. Students are encouraged to start project work, with the agreement of the supervisors, in the chosen laboratory on submission of the PhD proposal. PhD Project Proposal training In July, shortly after the rotation project 3 presentations, you will receive training on preparing and writing the PhD Project Proposal. Objectives At the end of this module the student will:
• Demonstrate knowledge of the main sources of scientific information related to their proposed project
• Be able to critically appraise and synthesise the scientific literature relevant to the project
• Propose a cogent PhD project based on a coherent hypothesis and set of defined aims and objectives. • Describe essential resources: reagents, facilities, training.
• Discuss foreseeable obstacles and appropriate contingencies.
• Propose a detailed timescale of anticipated progress for the first 12 months and a general outline of progress for the remaining years of the PhD.
• Communicate the proposed project effectively through written work and oral discussion. Assessment The module is assessed through the evaluation of:
i) 5000-word research proposal (80%) ii) Short oral presentation and discussion up to 20 min (20%).
The reports should be submitted on the appropriate form (available via the course website) to the administrator. Late submission of reports can only be approved with the prior permission of course organisers, and will require supporting documents, such as medical certificates. Late submissions without approval will be marked as a fail. Copies of the assessment forms that contain the criteria for assessment will be posted on the course website The pass mark is 50%.
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Marking The PhD Project Proposal uses the King’s Model 2- Double Marking. This module will be performed under the supervision of the student’s selected PhD supervisors and the topic of the review will relate to the student’s proposed PhD studies, providing an introduction to them. The proposal should be composed of sections including: Abstract (250-300 words) Significance of project Literature review and a summary of preliminary work from the rotation project Hypothesis Methods and Materials should include key information on specific reagents and resources. This should include information on training required, Ethical Approval for human tissues and subjects, for projects involving animals you must demonstrate that consideration has been given to the number of animals required for the project, and appropriate power analyses are performed if relevant. Information on the Project Licences should also be included. Objectives (milestones for work to be completed in the first 12 months must be provided in detail and should be integrated with the a description of relevant materials and methods, this section should also indicate potential pitfalls and contingencies). A Gannt chart should be included to provide a summary of these objectives. Longer-term objectives should also be discussed, albeit they will be conditional on progress of the early stages Formatting of citations and the bibliography should follow the same style used in the rotation project reports. You are required to use appropriate bibliographic software for all submitted work. Reference to relevant work performed in the rotation project should be included. Essential preliminary dat should be included. Figures and tables should be included as appropriate. Sufficient detail on experimental methods and resources must be included, but will be less detailed than the rotation project reports. It should be noted that the quality of presentation, in addition to content, will be assessed. It is advisable that the research proposal is prepared in sufficient time to allow the supervisors a chance to read and comment on a draft, prior to submission of the final version. The oral presentations will be made to an Assessment Committee and should be made using PowerPoint. The presentations constitute an assessment, therefore only the presenting student and assessors can attend. Each presentation will be followed by a question period. Questions will be on facets of the project presentation and the associated research area.
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Reflective learning portfolio In addition to the formal assessment within the modules that contribute to the final mark, students must submit a reflective learning portfolio. This should reflect how the key skills and knowledge gained through the generic graduate training and lectures and seminars attended during the laboratory rotations have been applied within the three laboratory rotations and the final project reports. The portfolio is most easily put together as an electronic diary. Although not formally assessed as part of the marking scheme, the satisfactory completion of this portfolio is a formal award requirement. This document can be found on KEATS.
Feedback Students will receive direct and informal feedback throughout the course, in the laboratory, workshops and also while writing the PhD project proposal. Feedback will also be provided in response to each assessment exercise. Importantly, the DTP Executive Committee will collate feedback from the students about their experiences of each of the modules with the aim of improving the course during the year and for future years. Feedback forms will be provided.
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Campus Maps The MRes is not localised to one campus. The following information will help you to familiarise yourselves with the different campuses, and how to get around.
King’s College London information http://www.kcl.ac.uk/campuslife/campuses/overview.aspx
Transport for London for timetables and service updates http://www.tfl.gov.uk/
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Getting Around Different options are available to get between campuses using bike, bus, tube, or train. The following journey planner websites are very useful:
https://tfl.gov.uk/plan-a-journey/
https://citymapper.com/london
Shuttle Bus There is a shuttle bus that runs between entrance of St. Thomas’s and Great Maze Pond Road at Guy’s Hospital during the day, with a frequency of 15-20 minutes.
