Journals of use in the library:
Trends in Neuroscience, Trends in Pharmacology, New Scientist, Science, Nature, Annual Reviews of the Neurosciences

Montenegro, P. A. and Stefanee M. J. (2011) Blood Brain Barrier: New Research

Gazzaniga, M.S., Ivry, R.B., and Mangun, G.R. (2008) Cognitive Neuroscience: the biology of the mind, (Londion, W.W.Norton and Company). Part of a chapter, methods in Cognitive Neuroscience is in the LRC, but there is good material on brain structure and function.

Bear, M. F. (2006) Neuroscience : exploring the brain library class no: 612.8

de Vries, E and Prat, A. (2005) Blood Brain Barrier and its microenvironment: Basic physiology to neurological disease.

Halliwell, B and Gutteridge, J. (2007) Free Radicals in Biology and Medicine. (Oxford, Oxford University Press)

Greenwood, J. (1995) New concepts in the Blood Brain Barrier, library class no: 612.8042

Wilkinson, I. (2005) Essential Neurology - class no: 616.8.

1 x ebook - Essential Neurology by Iain Wilkinson - available from the library catalogue or direct link: http://library.staffs.ac.uk/ipac20/ipac.jsp?session=1UT46D1183528.67513&profile=collrd&uri=link=3100006~!349647~!3100001~!3100002&aspect=subtab26&menu=search&ri=1&source=~!horizon&term=Essential+neurology+%5Belectronic+book%5D+%2F&index=TITLE#focus

This module will develop a modified problem based learning (PBL) approach. The emphasis of the module is twofold:
1.Understanding how experimentation is used to generate knowledge within neuroscience
2.Consideration of disease states in the brain

In vivo and In vitro experimental approaches will be considered as will non invasive screening and testing approaches. A large part of the module will consider the Blood Brain Barrier its development and role in maintaining the brain microenvironment. There will also be some distinguishing between the non neuronal cells population in the brain and finally consideration to a disease state will be made with a focus on Alzheimer's disease as a vehicle for exploring a diversity of disease approaches.

Student handbook.
PowerPoint
DVD player
Access to internet

100% 20 minute Viva. The Viva will be based on material covered in the module and will require the demonstrating of new knowledge (an example of which is new learning developed from the lecture material) to be shown. Students will be asked to discuss two self chosen primary research papers from the area of neurobiology (Learning outcomes 1 & 2). Two members of staff will undertake individual vivas which will be digitally recorded.

Student will engage in peer review and develop formative feedback

Tutors will engage in collaborative learning activities with students and provide developmental feedback

Published in the relevant handbooks and VLE sites marking criteria and standards description will be worked with during learning sessions

Learning sessions will include:
1. Tutor led discussion
2. Student led tutor constructed PBL scenario
3. Student led student constructed PBL scenario
4. Case study or primarily literature discussion
5. Viva preparation Peer review will generate formative feedback opportunities supplemented by tutor feedback