Objectives

1. To understand general human morphology, as well as the factors that influence human development throughout the lifespan.

2. To accurately distinguish and understand anatomical terms. To develop a spatial understanding of the human body in order to precisely describe the location and orientation of any structure, as well as its relationship to others.

3. To identify the main anatomical elements of the human body: the morphology and various structures of the musculoskeletal system, the lymph node groups and the thymus, the cardiovascular system, the skin and its appendages, the respiratory system and the endocrine system.

4. Identify each of the structures that make up the digestive, urinary, genital and nervous systems and their relationships with other organs, systems and apparatuses.

Prerequisites

There are no prerequisites

Competencies

BASIC AND GENERAL

CB1. Students must have demonstrated that they possess and understand knowledge in an area of study building on the foundations of general secondary education; this is typically at a level which, whilst drawing on advanced textbooks, also includes some aspects requiring knowledge from the cutting edge of their field of study.

CB3. Students should be able to gather and interpret relevant data (usually within their field of study) in order to make judgements that include reflection on relevant social, scientific or ethical issues.

CG1. To develop the ability to analyse and synthesise, and to organise and plan.

CG2. To develop oral and written communication skills in their native language and in a foreign language

CG3. To develop information management skills.

CG8. To develop strategies for independent learning.

CG9. Be able to adapt to new situations.

SPECIFIC

CE1. Understand and recognise the normal structure and function of the human body at the biomolecular, cellular, tissue, organ and systems levels, throughout the different stages of life.

CE2. Relate function across the different levels of organisation of the human body.

Learning outcomes

Accurately distinguish between anatomical terms. Apply a spatial understanding of the human body.

Identify the main anatomical elements of the human body: the morphology and various structures of the musculoskeletal system, the lymph node groups and the thymus, the circulatory system, the skin and its appendages, the respiratory system and the endocrine system.

Identify each of the structures that make up the digestive, urinary, genital and nervous systems and their relationships with other organs, systems and apparatuses.

Compile anatomical and organographic diagrams

Description of the content

1. Morphology and function of the muscle groups: trunk, head, neck and limbs.

2. Components of bones, organisation and general structure

3. Types of joints. Morphology, structure and function of the different types of joints

4. Vascularisation and innervation of the musculoskeletal system. Neuromuscular axes.

5. Morphology of the spine, pelvic girdle and shoulder girdle. Limbs. Skull and face.

6. Structure of the heart. Structure of the arterial, venous and lymphatic circulatory systems.

7. Morphology and structure of the skin and its appendages at different stages of life.

8. General organisation of the different components of the respiratory system. Morphology and macroscopic structure of the upper airways and the lung. Laryngeal apparatus. Pleura.

9. Vascularisation and innervation of the lung and airways.

10. Morphology and structure of the oral cavity and its components, the various segments of the digestive tract, the peritoneum, and the accessory glands of the digestive system.

11. Vascularisation and innervation of the digestive tract.

12. Morphology and structure of the biliary tract; biliary excretion.

13. Morphology and macroscopic structure of the various components of the kidney and the urinary tract.

14. Renal vascularisation and innervation.

15. Morphology and macroscopic structure of the testis, the spermatic ducts, seminal vesicles and prostate; the male external genitalia; the female external and internal genitalia; the pelvic peritoneum; and the ovary.

16. Ageing of the reproductive system. Menopause.

17. Morphology and macroscopic structure of the breast.

18. General organisation, structure and function of the endocrine glands and systems. Hormones: pituitary gland, hypothalamic-pituitary axis, adrenal glands, thyroid and parathyroid glands.

19. Vascularisation of the CNS. Blood-brain barrier. Meninges. Spaces and CSF.

20. Morphology and macroscopic structure of the autonomic nervous system, the limbic system, the medulla oblongata, the pons, the midbrain, the cerebellum, the diencephalon and the telencephalon.

21. Morphology and macroscopic structure of the peripheral nerves, the spinal cord and the spinal nerve roots.

22. The motor and sensory pathways.

23. Morphology and macroscopic structure of the eyeball and optic pathways.

24. Morphology and macroscopic structure of the ear and auditory pathways.

Training activities

Lectures:

-Theoretical presentation of the course content by a lecturer, encouraging student participation in the learning process.

Group tutorials / Supervised assignments:

-A topic for the assignment is set by the lecturer, with guidelines to help students find the information and complete the assignment.

Seminars:

-Workshops in groups of 3–4 students who investigate challenges set by the lecturer or texts relating to the course, summarise them and present their findings.

-Challenge-based learning: Solving a challenge, project or case study selected by the lecturer, with the support of notes, books and IT tools, working in groups.

Laboratory practicals / Simulation workshops

-Simulation: Learning technical skills through simulation using anatomical models. (Simulation environments)

-Simulation workshops using computer tools (Simulation environments)

-Laboratory practicals: Learning laboratory techniques, applying techniques to problem-solving, developing protocols and interpreting results

Assessment system and criteria

Without prejudice to any other requirements that may be specified in the relevant course syllabus, as a general rule, failure to attend more than 70 per cent of the course’s teaching activities—which require the student’s physical or virtual presence—will result in the loss of the right to continuous assessment during the standard examination period. In this case, the examination to be held during the official period set by the University will be the sole assessment criterion, with the weighting specified in the course syllabus.

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SE1, SE2 and SE3 Written assessments: multiple-choice tests, essay-type questions, problem-solving exercises. Assessment by the lecturer of basic laboratory skills tests based on the student’s attention, participation and attendance. Assessment of practical sessions through written tests and assessment of the laboratory notebook. 80%

SE4 Oral and/or written assessment of student work set by the lecturer. 20%

The content covered in each term is divided as follows:

• 1st term: 2 theoretical-practical modules (T1 and T2)

• 2nd term: 2 theoretical-practical modules (T3 and T4)

a) Q1:

The mark for the first term is calculated by adding together the following percentages:

• 80%: Theoretical and practical content: Assessment of the content covered in lectures, seminars and practical sessions.

The mark (N) for this section will be calculated as the average of the marks from the assessments carried out throughout the term (T1) and the T2 exam, which will take place at the end of the term during the ordinary February examination session: N = (T1 + T2) / 2.

Students who have not passed the T1 assessment may sit a resit for that block during the ordinary examination period.

It is an essential requirement for passing the term to have passed each of the parts, T1 and T2.

• 20%: Continuous Assessment (CA): Based on group assignments to be presented in class and various activities set via the virtual campus.

The final mark for the term is calculated by adding the marks from the two sections above. It is an essential requirement for passing the term to have passed both the theoretical and practical examinations. If any block has not been passed, the term will be considered a fail, and the published mark will be the mark for the failed block.

Each passed block (score of 5 or above) will be retained until and including the supplementary examination session.

b) Q2

The mark for the second term will be calculated in exactly the same way as explained in Q1, bearing in mind that blocks T3 and T4 must be passed separately in order to calculate the average mark for that term.

c) Ordinary examination session

Students who pass both terms will have a final mark equal to the average of the two. Final mark = (Q1 + Q2) / 2.

In the ordinary June examination session, the Q1 mark for those students who had not previously passed it will be calculated in the same way as explained in section a, such that the student will sit an examination on the modules not passed during the academic year and their mark for the Continuous Assessment completed during that term will be retained, in order to calculate their average mark.

It is necessary to pass each term separately to pass the ordinary June examination session; otherwise, the final mark will be the lower of the two term marks.

d) Extraordinary examination session

Students will sit an examination on the theoretical-practical module(s) not passed during the academic year. The Continuous Assessment mark will be retained up to and including the extraordinary examination session.

The final mark will again be calculated as the average of the marks for both four-month terms, which will be calculated separately in the same way as described previously in sections a and b.

Students must pass each term separately to pass the resit; otherwise, the final mark will be the lower of the two term marks.

Students who have passed one of the two terms in the ordinary June examination session will retain the mark for that term and will only be required to sit the examination for the module in which they failed.

* As a general rule, examinations will consist of multiple-choice questions with a single correct answer. A penalty of 0.33 marks will be applied for each question answered incorrectly. A score of 5 marks or above is required to pass the exam. The type of exam will be specified prior to the exam session.

* Attendance at lectures is compulsory.

* None of the modules passed during the previous academic year will be carried over to the next academic year, nor will the mark for continuous assessment

Timetable

Click on this link to view the detailed timetable in Excel

Bibliography

Basic:

1. Patton, Kevin T.

Anatomy and Physiology. /

Elsevier, 2013.

ISBN: 9788490221082

Supplementary:

2.- Drake, Richard L.

Gray’s Anatomy for Students. /

3rd ed. Elsevier, 2015.

ISBN: 9788490228425

3. Netter, F.

Atlas of Human Anatomy

7th ed. Elsevier. 2019.

ISBN: 9788491134688

Others:

4. Gilroy, Anne M.

Prometheus:

Editorial Médica Panamericana. 2019.

ISBN: 9788498357080

5.- Patton K, Thibodeau G

Structure and Function of the Human Body

15th ed. Elsevier. 2016.

ISBN: 9788491130819

6. Pró, Eduardo Adrián

Clinical Anatomy

: Editorial Médica Panamericana. 2011.

ISBN: 9789500601238

7. Puelles López, L.

Neuroanatomy

: Editorial Médica Panamericana. 2008.

ISBN: 9788479034535

8. Rohen, Johannes W.

Atlas of Human Anatomy:

Elsevier. 2016.

ISBN: 9788490229491

9. Rouviere H, Delmas A

Descriptive, Topographical and Functional Human Anatomy

Masson. 2005.

ISBN: 9788445815342

10. Tortora GJ, Derrickson B

Principles of Anatomy and Physiology

13th ed. Médica Panamericana. 2018.

ISBN: 9786077743781

Objectives

1. Students will be able to recognise the functional organisation of living organisms at the cellular and tissue levels by understanding the complexity of signal transduction pathways.

2. Students will be able to identify the systems that link the cell to its environment, intracellular transport, endocytosis and the basic processes of cellular behaviour through study and by working in collaborative literature groups

3. Students will be able to apply microscopic and molecular biology methods to the study of cells by spending 20 hours on laboratory practicals spread over 4 days at 5 hours per day.

Competencies

BASIC AND GENERAL:

CB1. Students demonstrate that they possess and understand knowledge in an area of study that builds on the foundations of general secondary education and is usually at a level which, whilst supported by advanced textbooks, also includes some aspects involving knowledge from the cutting edge of their field of study.

CB3. Students are able to gather and interpret relevant data (usually within their area of study) to make judgements that include reflection on relevant social, scientific or ethical issues.

CG1. Develop the capacity for analysis and synthesis, and for organisation and planning.

CG2. Develop oral and written communication skills in their native and foreign languages.

CG3. Develop information management skills.

CG4. Develop skills in interpersonal relationships and teamwork, both interdisciplinary and international.

CG5. Acquire problem-solving and decision-making skills.

CG6. Acquire the ability to think critically.

CG13. Embrace sustainability through an awareness of environmental issues

SPECIFIC:

CE1. Understand and recognise the normal structure and function of the human body at the biomolecular, cellular, tissue, organ and systemic levels, throughout the different stages of life.

CE2. Relate the functions of the human body at different levels of organisation.

CE19. Understand ageing at the cellular level and its consequences for the functioning of the human body.

Learning outcomes

To recognise the functional organisation of living organisms at the cellular and tissue levels

To identify the systems that link the cell to its environment, intracellular transport, endocytosis and the basic processes of cellular behaviour

To apply microscopic and molecular biology methods to the study of cells

Course content

1. Study of cells

2. Structure of the plasma membrane. Microtransport and macrotransport across the plasma membrane. Endocytosis and exocytosis

3. Interaction of the plasma membrane with the environment

4. The nucleus: nuclear transport

5. The nucleus: chromatin organisation, RNA transcription and maturation, and nucleolar structure

6. Synthesis and modification of proteins

7. The cellular endomembrane system: endoplasmic reticulum, Golgi apparatus and lysosomes

8. The cytoskeleton

9. Mitochondria and peroxisomes. Bioenergetics and oxidative metabolism

10. Intracellular signalling mechanisms

11. The cell cycle and the life cycle of the cell

12. Cell division and cell death: necrosis and apoptosis

13. Cellular differentiation and cell ageing. Stem cells and tissue regeneration

14. Cellular biology of cancer

Training activities

Masterclasses:

- Theoretical presentation of the subject content by a lecturer, engaging students in the learning process

Supplementary classes:

-Presentation of students’ work, followed by a theoretical presentation by the lecturer on supplementary subject content to facilitate the learning of specific topics.

Group tutorials / Supervised work

Seminars:

-Workshops in groups of 3–4 students who investigate challenges set by the teacher or texts related to the subject, summarise them and present their findings.

-Information search: Primary sources, reviews, databases and websites on the subject

-Challenge-based learning: Solving a challenge, project or case study selected by the teacher, with the support of notes, books and digital tools, working in a group

-Presentation: Oral presentation of projects, work or challenges, supported by digital or physical resources

-Guided debate: Discussion between two groups of students who prepare and present different findings from an investigation. The discussion should be spontaneous. The aim is to promote students’ oral expression and comprehension and to develop their critical thinking skills.

Laboratory sessions/Simulation workshops:

-Learning laboratory techniques, applying techniques to problem-solving, developing protocols, and interpreting results.

Assessment system and criteria

Failure to attend more than 70 per cent of the formative activities requiring physical presence will result in the loss of the right to continuous assessment during the standard assessment period, irrespective of any other requirements defined for the module. In this case, the exam held during the official period set by the University will be the sole assessment criterion, with the weighting corresponding to it as per the course syllabus.

Due to the nature of the degree programme, laboratory practicals are compulsory. Failure to attend will result in a ‘Not Presented’ mark in the regular examination session, and the module will be assessed in the supplementary examination session.

Students repeating the course who passed the laboratory practicals in the previous year are not required to undertake the practicals, but they must sit the practical examination.

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SE1. Written assessments: test, descriptive assessments, exercises. 70%

SE2 and SE3. The teacher’s assessment of basic laboratory techniques based on the student’s attention, participation and attendance. Assessment of the laboratory practicals through written tests and evaluation of the laboratory notebook. 15%

SE4. Assessment of workshops set by the teacher, either orally and/or in writing. 15%

The assessment for each term covers both the knowledge and skills acquired. The content for each term is divided as follows:

1. First Term: Theoretical knowledge (lectures) and practical skills (workshops and laboratory work).

2. Second Term: Theoretical knowledge (lectures) and practical skills (workshops and laboratory work).

Both aspects (knowledge and skills) are assessed through written examinations and practical assessments during each term. The final mark for each term is a combination of these assessments.

First Quarter:

1. The theoretical knowledge covered in the first quarter will be assessed through two written exams: First Quarter Test 1 (CO11Q) and First Quarter Test 2 (CO21Q), with the latter taking place during the official February exam session. The average mark from both exams will account for 70 per cent of the final mark for the quarter.

A minimum score of 5 is required in CO11Q to avoid having to retake the entire syllabus in CO21Q. If the score is below 5, the student must retake the entire theoretical syllabus in CO21Q to pass the quarter. In such cases, CO21Q will serve as a final exam, accounting for 70 per cent of the quarter’s final mark.

2. The assessment of the skills acquired during the first quarter relates to the evaluation of the student’s performance in laboratory sessions (15%) and workshop sessions (15%). Skills account for 30% of the final mark for the first semester. To add this 30% to the 70% from theoretical knowledge, it is essential to have passed the theoretical part (with a minimum score of 5 in both exams).

The final mark for the first quarter will be the sum of 70% knowledge and 30% skills, forming the ‘PARCial’ February mark (PARCFEB).

Second Quarter:

1. Theoretical knowledge in the second quarter will be assessed in the same way as in Q1. There will be two written exams: Test 1 of the second quarter (CO12Q) and Test 2 of the second quarter (CO22Q), which will coincide with the official June exam session.

The assessment of skills in the second quarter relates to the student’s performance in laboratory sessions (15%) and workshop sessions (15%). This practical work will be assessed through a test or evaluation and the teacher’s assessment of the student’s performance during the practical sessions.

The final mark for the second semester will be calculated in the same way as for Q1 and will be published in the PARCJUN column after the official June exam.

Final marks will be calculated in a similar way to Q1, and the overall course mark will be the average of the results from both terms.

Extraordinary Exam Session:

Students who have failed any quarter may retake it during the supplementary exam session, where each quarter will be assessed independently. The final mark for the course will be the average of the final marks for each of the exams, assessed independently.

Timetable

Click on this link to view the detailed timetable in Excel

Bibliography

Core:

1. Bruce Alberts

MOLECULAR BIOLOGY OF THE CELL

6th ed. Garland Publishing. 2019.

ISBN: 9780815344322

2. Geoffrey M. Cooper

The Cell: A Molecular Approach (International 8th edition)

Oxford University Press. 2019.

ISBN: 9781605358635

Others:

3.- Stephen R. Bolsover, Andrea Townsend-Nicholson, Greg FitzHarris, Elizabeth A. Shephard, Jeremy S. Hyams, Sandip Patel

Cell Biology: A Short Course, 4th Edition

Wiley-Blackwell. 2022.

ISBN: 9781119757764

Objectives

- To acquire a grasp of the fundamental concepts of physics as applied to biological systems

- To develop the ability to formulate problems relating to the physics of biological systems in quantitative terms

- Solving quantitative problems relating to the physics of biological systems

- Correct use of the International System of Units

- Developing teamwork skills through the production of videos

- Acquisition of advanced skills in the use of a scientific calculator

Course description

The Biophysics module focuses on the study of the physical fundamentals and their application to biological processes.

Assessment system and criteria

The module may be passed through continuous assessment or by means of a final assessment.

Continuous assessment:

To be eligible for continuous assessment, students must have attended at least 70% of classes. Continuous assessment will consist of a mid-term exam (to be held on Wednesday 5 November) covering the first section of the syllabus, which will account for 42.5% of the mark (a minimum mark of 4 is required to be included in the average). The second section of the syllabus (accounting for 42.5 per cent of the mark) will be covered in the January examination session.

5% will be based on the student’s attention, participation and attendance whilst working on exercises in class.

The remaining 10 per cent will correspond to the mark obtained for the group production of a video on a physics experiment. To pass the module through continuous assessment, a grade of 5 or above will be required.

Final assessment:

The course may be passed by sitting a comprehensive examination covering the entire syllabus; a mark of 5 or above is required to pass the course under this assessment method.

Timetable

Click on this link to view the detailed timetable in Excel

Bibliography

Basic:

1. Mirabent D. J.

Physics for Life Sciences

McGraw Hill, 2008. 2008.

ISBN: 9788448168032

Supplementary:

2.- Aurengo, André

Biophysics

Madrid: McGraw-Hill-Interamericana, 2008. 2008.

ISBN: 9788448163921

3.- Bauer, Wolfgang

Physics for Engineering and Science:

McGraw-Hill, 2011.

ISBN: 9786071511911

4. López Román, A. Carrillo Espartero, A.

Fundamentals of Biophysics Applied to the Human Body

1st ed. BDS Publishing House. 2016.

ISBN: 9788495277589

Objectives

Students will identify the main structural characteristics of biomolecules and deduce the functions they perform in the body, in metabolism and in the transmission of information.

They will identify the key molecules involved in biochemical processes: carbohydrates, lipids, proteins and nucleic acids.

They will apply the basic experimental techniques used in a biochemistry and molecular biology laboratory

Prerequisites

There are no prerequisites, but a basic knowledge of organic chemistry will be helpful.

Learning Outcomes

CB1. Students should have demonstrated that they possess and understand knowledge in an area of study building on the foundations of general secondary education; this is typically at a level which, whilst drawing on advanced textbooks, also includes some aspects requiring knowledge from the cutting edge of their field of study.

CB3. Students should be able to gather and interpret relevant data (normally within their field of study) in order to form judgements that include reflection on relevant social, scientific or ethical issues.

CB4. Students should be able to communicate information, ideas, problems and solutions to both specialist and non-specialist audiences.

CB5. Students should have developed the learning skills necessary to undertake further studies with a high degree of autonomy.

CG1. To develop the ability to analyse and synthesise, and to organise and plan.

CG3. To develop information management skills.

CG5. Acquire problem-solving and decision-making skills.

CG6. To acquire the capacity for critical thinking.

CG8. To develop strategies for independent learning.

CG9. Be able to adapt to new situations.

CG12. Develop a commitment to quality.

CG13. Commit to sustainability through an awareness of environmental issues.

SPECIFIC

CE1. Understand and recognise the normal structure and function of the human body at the biomolecular, cellular, tissue, organ and systems levels, throughout the different stages of life.

CE2. Relate function across the different levels of organisation of the human body.

CE5. Describe disease at the biomolecular, cellular, metabolic, tissue, organ and systems levels, and the relationships between them.

CE10. Understand the structure and function of biomolecules for their application as therapeutic targets, and as an aid to treatment and diagnosis

Learning outcomes

Identify the main structural characteristics of biomolecules and deduce the functions they perform in the body, in metabolism and in the transmission of information.

Apply the basic experimental techniques used in a biochemistry and molecular biology laboratory.

Course content

1. Water and the biochemical behaviour of biomolecules.

2. Molecular structure, isomerism of different biomolecules and their interaction with water and other molecules: sugars, lipids, DNA and RNA, amino acids and proteins.

3. Function and localisation of biomolecules within the cell and in the extracellular matrix.

4. Bioenergetics. Introduction to metabolism.

5. Structure and function of enzymes. Mechanisms of action. Enzymatic kinetics.

Teaching activities

Lectures:

-Theoretical presentation of the course content by a lecturer, engaging students in the learning process.

Supplementary lectures:

-Presentation of students’ work, and a theoretical presentation by the lecturer on supplementary course content to facilitate the learning of specific topics.

Group tutorials / Supervised assignments:

Seminars:

-Workshops in groups of 3–4 students who research challenges set by the lecturer or texts relating to the course, summarise them and present their findings.

-Information search: Original sources, reviews, databases, and subject-related websites

-Challenge-based learning: Solving a challenge, project or case study selected by the lecturer, with the support of lecture notes, books and IT tools, working in groups.

-Problem-solving: Solving exercises set by the teacher, with the support of notes, books and IT tools, in groups. (Case study method)

-Presentation: Oral presentation by students, supported by electronic or physical aids, of projects, assignments or challenges.

-Guided debate: A discussion between two groups of students who prepare different findings from a piece of research and present them, with the discussion developing spontaneously. The aim is to promote students’ oral expression and comprehension and to develop their critical thinking skills. (Inquiry-based learning)

Laboratory practicals:

-Learning laboratory techniques, applying techniques to problem-solving, developing protocols and interpreting results.

Assessment system and criteria

Attendance at 70 per cent of teaching activities is a mandatory requirement to retain the right to continuous assessment during the standard examination period. If this attendance rate is not met, the student will lose the right to continuous assessment, and the examination to be held during the official examination period set by the University will be the sole assessment criterion, with the mark awarded in accordance with the course syllabus. Due to the nature of the degree programme, completion of the practical sessions is compulsory. If the work placement is not completed, a ‘Did Not Attend’ mark will be recorded in the ordinary examination session, and the student will be required to sit an examination covering the entire module in the supplementary session. Students repeating the module who passed the work placement in the previous academic year are not required to undertake the work placement again, but they must sit the examination.

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SE1 Written assessments: multiple-choice tests, essay-style questions, problem-solving exercises. 75%

SE2 and SE3 Teacher’s assessment of basic laboratory skills tests, based on the student’s attention, participation and attendance. Assessment of the practicals through written tests and assessment of the laboratory notebook. 10%

SE4 Oral and/or written assessment of student work set by the lecturer. 15%

- Ordinary examination session (January):

* Multiple-choice exam covering lectures and coursework (SM) (65%) (Wrong answers will be penalised; for every 3 wrong answers, 1 correct answer will be deducted) 40 questions

* Practical sessions (10%): Attendance and exam (Compulsory attendance: EXCEPTION FOR REPEAT STUDENTS --> They only need to sit the exam). Reminder: due to the nature of the degree programme, attendance at practical sessions is compulsory. Failure to complete the practical sessions will result in a ‘Not Attended’ mark in the ordinary examination session, meaning students will have to sit the full module examination in the supplementary session. Students repeating the year who passed the practical sessions in the previous academic year are not required to undertake the practical sessions, but must sit the examination.

*Continuous assessment (25%) will consist of:

- 10% Course test (19 November).

This covers the content taught in lectures and seminars to date (20–30 multiple-choice questions).

- 10% Group work to be presented in class (groups of 5–7 students)

- 5% Participation in seminars and submission of exercises

Reminder: All students (including those repeating the course) who are unable to attend class must have a valid excuse. Those who do not achieve at least 70% attendance will not be eligible for continuous assessment. Furthermore, continuous assessment will only be counted if a mark of ≥4 is obtained in the exam.

- Supplementary examination (July):

Final exam covering the entire course. Neither continuous assessment nor practical marks will be taken into account.

Addendum

To qualify for the continuous assessment mark, attendance must have been at least 70%.

Timetable

Click on this link to view the detailed timetable in Excel

Bibliography

Basic:

1. Baynes, John W.

Medical Biochemistry /

Elsevier. 2019.

ISBN: 9788491134060

2. Lehninger, Albert L.

Principles of Biochemistry

: Omega. 2009.

ISBN: 9788428214865

3. Lieberman, Michael.

Biochemistry, Molecular Biology and Genetics /

Wolters Kluwer, 2014.

ISBN: 9788416004621

4. Stryer

Biochemistry

Reverté. 2013.

ISBN: 9788429176025

Objectives

To learn about the history of biomedical sciences in order to understand the present.

To understand the ethical foundations and principles necessary to ensure quality and excellence in the field of biomedical research and to protect the integrity and dignity of research participants.

To integrate history and ethics within a common framework.

Competencies

BASIC AND GENERAL

CB1. Students should have demonstrated that they possess and understand knowledge in an area of study building on the foundations of general secondary education; this is typically at a level which, whilst drawing on advanced textbooks, also includes some aspects requiring knowledge from the cutting edge of their field of study.

CB2. Students should be able to apply their knowledge to their work or profession in a professional manner and possess the competences typically demonstrated through the formulation and defence of arguments and the resolution of problems within their field of study.

CB3. Students should be able to gather and interpret relevant data (usually within their field of study) in order to form judgements that include reflection on relevant social, scientific or ethical issues.

CB4. Students should be able to communicate information, ideas, problems and solutions to both specialist and non-specialist audiences.

CB5. Students should have developed the learning skills necessary to undertake further study with a high degree of autonomy.

CG1. To develop the ability to analyse and synthesise, and to organise and plan.

CG2. To develop oral and written communication skills in their native language and in a foreign language

CG3. To develop information management skills.

CG4. To develop skills in interpersonal relations and teamwork, including interdisciplinary and international collaboration.

CG5. To acquire problem-solving and decision-making skills.

CG6. Acquire the ability to think critically.

CG7. Generate creative proposals and develop leadership qualities, initiative and an entrepreneurial spirit.

CG8. Develop strategies for independent learning.

CG9. Be able to adapt to new situations.

CG10. Develop a commitment to ethical behaviour.

CG11. Recognise diversity and multiculturalism, and learn about other cultures and customs.

CG12. Develop a commitment to quality.

CG13. Embrace sustainability through an awareness of environmental issues.

SPECIFIC

CE4. Understand the importance and limitations of scientific thinking in the study, prevention and management of diseases.

Learning outcomes

Recognise the historical evolution of the culture of disease

Contextualise and classify the functioning of medicine across different historical periods

Explain the current approach from the perspective of the historical evolution of medicine

Understand the ethical foundations and principles necessary to ensure quality and excellence in the field of biomedical research, as well as to protect and preserve the integrity of participants in clinical trials and the data obtained from such trials.

Apply the current regulations governing biomedical processes and products.

Interpret the limits of medical diagnosis by applying ethical principles to the clinician–patient relationship and clinical advice

To apply the current regulations governing animal experimentation, preventing its misuse

Understand chimeras and hybrids and apply ethical guidelines

Understand the ethical principles and their limits in reproductive biomedicine

Course content

1. The biological and cultural evolution of disease

2. The emergence of scientific medicine and biology in ancient Greece, Hellenistic medicine and biology, and in ancient Rome

3. Historical development of scientific medicine and biology at different periods in history: the Middle Ages in the East and West; Arabic medicine and biology; monastic and scholastic medicine; the Renaissance; the 17th and 18th centuries; the 19th and 20th centuries

4. Scientific medicine today: preventive medicine and public health; pharmacotherapy; precision medicine. Medical biology and biomedicine.

5. Legal aspects of biomedical research and its relationship with bioethics.

6. Law 14/2007 on Biomedical Research

7. Ethics in human experimentation: clinical trials, human samples. Duty of data confidentiality. Royal Decree 279/2016 on the accreditation of biomedical or health research institutes

8. Ethical aspects of genetic counselling and research

9. Current regulations and legislation governing biomedical processes and products.

10. Bioethical considerations in animal experimentation

11. Biobanks

12. Bioethics and reproduction

Teaching activities

Lectures: Theoretical presentation of the course content by a lecturer, encouraging students to participate in the learning process

Group tutorials / Supervised assignments:

-Assignment topic set by the lecturer, with guidelines to help students find information and complete the assignment.

Seminars:

-Workshops in groups of 3–4 students who research challenges set by the lecturer or texts related to the course, summarise them and present their findings.

-Information search: Original sources, reviews, databases, and subject-related websites

-Presentation: Oral presentation by students, supported by electronic or physical aids, of projects, assignments or challenges

-Guided debate: Discussion between two groups of students who have prepared different findings from a research project. They present their findings, with the discussion developing spontaneously. The aim is to promote students’ oral expression and comprehension and to develop their critical thinking skills

Assessment system and criteria

Without prejudice to any other requirements that may be specified in the relevant course syllabus, as a general rule, failure to attend more than 70 per cent of the course’s teaching activities—which require the student’s physical or virtual presence—will result in the loss of the right to continuous assessment during the standard assessment period. In this case, the examination to be held during the official period set by the University will be the sole assessment criterion, with the weighting specified in the course syllabus.

SE1 Written assessments: multiple-choice tests, essay-type questions, problem-solving exercises. 75%

SE4 Assessment of student work set by the lecturer. 25%

CONTINUOUS ASSESSMENT*

MULTIPLE-CHOICE TEST covering the first half of the syllabus. This is a pass/fail assessment; a mark of 5 or below is a fail. If this mark is not achieved, the student will retake the exam on the day of the Ordinary Examination Period in January.

ASSIGNMENTS SET BY THE LECTURER. 20% of the final mark.

EXTRA-CURRICULAR ASSIGNMENT: 5%

*Continuous assessment will only be taken into account if the student has attended at least 70 per cent of the classes.

JANUARY REGULAR EXAM SESSION

There will be two options:

- Students who have passed the first part: they will sit a multiple-choice exam covering the material corresponding to the second half of the syllabus. The average of both parts will be calculated, provided the mark is above 5, and this will count as 75% of the final mark. If this second part is failed, the student will sit the supplementary examination covering the entire syllabus and the mark for the coursework will not be carried forward.

- Students who did not achieve a mark of 5 in the first part: they will sit a multiple-choice exam covering the entire course content, which will count as 75% of the final mark.

If they fail this exam, the student will sit the supplementary exam covering the entire syllabus, and the mark for the coursework will not be carried over.

EXTRAORDINARY EXAM SESSION

100% multiple-choice exam covering the entire syllabus.

Timetable

Click on this link to view the detailed timetable in Excel

Bibliography

Essential:

1. M. A. Sanchéz González

History of Medicine and Medical Humanities

Elsevier. 2012.

ISBN: 9788445821152

2. Manuel Sánchez González

Bioethics in Health Sciences

Elsevier. 2012.

ISBN: 9788445821169

Supplementary:

3.- JOUVE DE LA BARREDA, Nicolás

The Message of Life: A Geneticist’s Creed

Encuentro. 2020.

ISBN: 978-84-1339-0

Objectives

The student will recognise the different components of the immune system

The student will combine and integrate the main components of the immune system to learn about the different immune responses: innate and adaptive

The student will identify those components of the immune system that have biomedical applications in diagnosis and immunotherapy

Prerequisites

Knowledge of general biology is recommended

Competencies

BASIC AND GENERAL:

CB1. Students demonstrate that they possess and understand knowledge in an area of study that builds on the foundations of general secondary education and is usually at a level which, whilst supported by advanced textbooks, also includes some aspects involving knowledge from the cutting edge of their field of study.

CB2. Students are able to apply their knowledge to their work or profession in a professional manner and possess the skills typically demonstrated through the development and defence of arguments and the resolution of problems within their field of study.

CB3. Students are able to gather and interpret relevant data (usually within their field of study) to make judgements that include reflection on relevant social, scientific or ethical issues.

CB4. Students are able to convey information, ideas, problems and solutions to both specialist and non-specialist audiences.

CB5. Students have developed the learning skills necessary to undertake further studies with a high degree of autonomy.

CG1. Develop the capacity for analysis and synthesis, and for organisation and planning.

CG2. Develop oral and written communication skills in native and foreign languages.

CG3. Develop information management skills.

CG4. Develop skills in interpersonal relationships and teamwork, both interdisciplinary and international.

CG5. Acquire problem-solving and decision-making skills.

CG6. Acquire the ability to think critically.

CG7. Generate creative proposals and develop leadership, initiative and an entrepreneurial mindset.

CG8. Develop strategies for independent learning.

CG9. Know how to adapt to new situations.

CG10. Develop an ethical commitment.

CG11. Recognise diversity and multiculturalism and learn about other cultures and traditions.

CG12. Understand the importance of quality.

CG13. Embrace sustainability through an awareness of environmental issues

SPECIFIC:

CE1. Understand and recognise the normal structure and function of the human body at the biomolecular, cellular, tissue, organ and systemic levels, throughout the different stages of life.

CE2. Relate the functions of the human body at different levels of organisation.

CE6. Understand and recognise the agents and risk factors that determine health status and the development of disease.

CE7. Recognise and classify the microbiome and pathogenic microorganisms, and understand their role in the aetiology and treatment of diseases. CE9. Understand and relate the different components of the immune system and their role in pathology.

CE9. Understand and describe the different components of the immune system and their role in pathology.

CE10. Understand the structure and function of biomolecules for use as therapeutic targets and as an aid to diagnosis and treatment.

Learning outcomes

To recognise the organographic, cellular and molecular elements of the immune system

To integrate the main components of the immune system and the different immune responses: innate and adaptive

To identify those components of the immune system with biomedical applications in diagnosis and immunotherapy

Course Content

1. Objectives, organs, tissues, and cellular and molecular components of the innate immune system. PAMP. Mechanisms of innate immunity. Inflammation and anti-inflammatory drugs.

2. Origin and maturation of cells of the innate and adaptive immune systems. Haematopoiesis and stem cells

3. Objectives, secondary organs, tissues, and cellular and molecular components of the adaptive immune system. Lymphocytes, antibodies and vaccines

4. Antigen processing and presentation to T cells. Dendritic cells and therapy. HLA molecules, polymorphisms, and their role in transplantation.

5. Antigen receptors: BCR and TCR. Specificity and diversity. BCR and TCR genes and genetic reorganisation. B-cell and T-cell maturation. Acquisition of tolerance

6. Activation of T lymphocytes. Co-stimulatory molecules and biomedical applications. T cell differentiation. Helper and cytotoxic T cell effector responses.

7. Activation of B cells. Collaboration between T and B cells. Generation of memory and its biomedical applications. Effector response: antibodies. Diagnosis, treatment and immunotherapy

8. Immune response during reinfection. Memory response. Vaccines

9. Lymphocyte tolerance. Regulatory T cells and the regulatory response. Mucosal immune response.

10. Immune response to the four types of pathogens: extracellular phagocytable (I), non-phagocytable (IV), intracellular intraphagosomal (II), and intracellular cytoplasmic (III) pathogens

Training activities

Masterclasses:

- Theoretical presentation of the subject content by a lecturer, engaging students in the learning process.

Supplementary classes:

-Presentation of students’ work, followed by a theoretical presentation by the lecturer on supplementary subject content to enhance the learning of specific topics.

Group tutorials / Supervised work

Seminars:

-Workshops in groups of 3–4 students who investigate challenges set by the teacher or texts related to the subject, summarise them and present their findings.

-Information search: Primary sources, reviews, databases and websites on the subject

-Challenge-based learning: Working in a group to tackle a challenge, project or case study selected by the teacher, using notes, books and computer tools

-Problem-solving: Solving exercises set by the teacher, using notes, books and computer tools, in a group.

-Presentation: Oral presentation of projects, work or challenges, supported by electronic or physical resources

-Guided debate: Discussion between two groups of students who prepare and present different findings from an investigation. The discussion should be spontaneous. The aim is to promote students’ oral expression and comprehension and to develop their critical thinking skills.

Laboratory sessions / Simulation workshops:

-Learning laboratory techniques, applying techniques to problem-solving, developing protocols, and interpreting results.

Assessment system and criteria

Failure to attend more than 70 per cent of the formative activities requiring physical presence will result in the loss of the right to continuous assessment during the standard assessment period, irrespective of any other requirements defined for the module. In this case, the exam held during the official examination period set by the University will be the sole assessment criterion, with the weighting assigned to it in accordance with the course syllabus.

----

SE1. Written assessments: tests, descriptive assessments, exercises. 75%

SE2 and SE3. The lecturer’s assessment of basic laboratory techniques based on the student’s attention, participation and attendance. Assessment of laboratory practicals through written tests and evaluation of the laboratory notebook. 10%

SE4. Assessment of a topic set by the lecturer, to be completed orally and/or in writing. 15%

The final mark published in the official January results is calculated as follows:

1) 40% of continuous assessment

2) 60% from the final exam, which must be passed (a mark of 5 out of 10):

1) Continuous assessment comprises*:

a) 15% theory: mid-term exam

c) 15% from workshops: 10% from U-lab and 5% from participation and completed challenges in the remaining workshops:

e) 10% from laboratory practicals. Attendance at laboratory practicals is compulsory to pass the module.**

*ATTENDANCE of at least 70%: is compulsory in order for the continuous assessment to be taken into account.

**Due to the nature of the degree, attendance at laboratory sessions is compulsory. Failure to attend results in a ‘NP’ (not attended) mark in the ordinary examination session; consequently, the entire module must be examined in the supplementary examination

Students on their second attempt, who have passed the laboratory sessions, are required to sit the practical exam; however, whilst attendance at laboratory sessions is recommended, it is not compulsory

2) Final exam: 60%. A minimum mark of 5 must be obtained to have the continuous assessment mark included in the final mark.

Failure to attend any of these assessments results in a mark of 0; only if the absence is justified must the student apply to the coordinator for an alternative exam before the assessment date.

The theory exam comprises two parts: a multiple-choice test with four options (70 per cent) and two essay questions (30 per cent).

The resit exam is a single theory exam (100 per cent).

If a valid reason prevents a student from attending this exam, they must write to medicinaexamen@uax.es prior to the exam date to request an alternative date.

Timetable

Click on this link to view the detailed timetable in Excel

Bibliography

Essential:

1. Olazabal I, Arias JA

Basic Immunology for Medicine

1st ed. Elsevier. 2018.

ISBN: 9788491133315

Supplementary:

2.- Abul Abbas, Andrew Lichtman, Shiv Pillai

Basic Immunology

Elsevier Saunders. 2019.

ISBN: 9780323549431

3.- Fainboim L

Introduction to Human Immunology

Panamericana. 2011.

ISBN: 9789500602709

Links

British Society for Immunology – This section contains key BSI reports (Bite-Size Immunology) which examine immunology and the challenges facing the discipline in depth.

Nobel Prize in Medicine – You can check which immunologists have won Nobel Prizes over the years

Objectives

To learn about metabolic pathways and their regulation.

Understanding and applying metabolic pathways to physiology and pathology.

Prerequisites

Knowledge of biochemistry (structure and function) is recommended

Competencies

BASIC AND GENERAL

CB1. Students should have demonstrated that they possess and understand knowledge in an area of study building on the foundations of general secondary education, typically at a level which, whilst drawing on advanced textbooks, also includes some aspects requiring knowledge from the cutting edge of their field of study.

CB3. Students should be able to gather and interpret relevant data (normally within their field of study) in order to form judgements that include reflection on relevant social, scientific or ethical issues.

CB4. Students should be able to communicate information, ideas, problems and solutions to both specialist and non-specialist audiences.

CB5. Students should have developed the learning skills necessary to undertake further studies with a high degree of autonomy.

CG1. To develop the ability to analyse and synthesise, and to organise and plan.

CG3. To develop information management skills.

CG5. Acquire problem-solving and decision-making skills.

CG6. To acquire the capacity for critical thinking.

CG8. To develop strategies for independent learning.

CG9. Be able to adapt to new situations.

CG12. Develop a commitment to quality.

CG13. Commit to sustainability through an awareness of environmental issues.

SPECIFIC

CE1. Understand and recognise the normal structure and function of the human body at the biomolecular, cellular, tissue, organ and systems levels, throughout the different stages of life.

CE2. Relate function across the different levels of organisation of the human body.

CE5. Describe disease at the biomolecular, cellular, metabolic, tissue, organ and systems levels, and the relationships between them.

CE10. Understand the structure and function of biomolecules for their application as therapeutic targets, and as an aid to treatment and diagnosis.

Learning outcomes

Identify the main structural characteristics of biomolecules and deduce the functions they perform in the body, in metabolism and in the transmission of information.

Compare the metabolic pathways involved in the synthesis and breakdown of carbohydrates, lipids and the main nitrogen-containing compounds; apply the regulatory mechanisms involved; and describe the diseases associated with them.

Explain the mechanisms of interrelation between the main anabolic and catabolic pathways of metabolism.

Carry out the basic experimental techniques used in a biochemistry and molecular biology laboratory

Description of the course content

1. Metabolic pathways involved in synthesis and degradation. Regulatory mechanisms involved, and related diseases.

• Carbohydrates

• Lipids

• Of the main nitrogen-containing compounds

2. Interrelationships between the main anabolic and catabolic pathways of metabolism.

3. Metabolic pathways in the body’s different tissues and their enzymatic regulation.

Teaching activities

Lectures: Theoretical presentation of the course content by a lecturer, encouraging students to participate in the learning process

Supplementary activities to lectures:

-Presentation of students’ work, and a theoretical presentation by the lecturer on supplementary course content to aid the learning of specific topics.

Group tutorials / Supervised assignments

Seminars:

-Workshops in groups of 3–4 students who research challenges set by the lecturer or texts relating to the course, summarise them and present their findings.

-Information search: Original sources, reviews, databases, and subject-related websites

-Challenge-based learning: Solving a challenge, project or case study selected by the lecturer, with the support of lecture notes, books and IT tools, working in groups

-Problem-solving: Solving exercises set by the teacher, with the support of notes, books and IT tools, in groups

-Presentation: Oral presentation by students, supported by electronic or physical aids, of projects, assignments or challenges

-Guided debate: A discussion between two groups of students who have prepared different approaches to a research topic; the two groups present their findings, with the discussion unfolding spontaneously. The aim is to promote students’ oral expression and comprehension and to develop their critical thinking skills.

Laboratory practicals / Simulation workshops:

-Laboratory practicals: Learning laboratory techniques, applying techniques to problem-solving, developing protocols and interpreting results.

Assessment system and criteria

Without prejudice to any other requirements that may be specified in the relevant course syllabus, as a general rule, failure to attend more than 70 per cent of the course’s teaching activities—which require the student’s physical or virtual presence—will result in the loss of the right to continuous assessment during the standard examination period. In this case, the examination to be held during the official period set by the University will be the sole assessment criterion, with the weighting specified in the course syllabus.

----

SE1 Written assessments: multiple-choice tests, essay-type questions, problem-solving exercises. 75%

SE2 and SE3 Assessment by the lecturer of basic laboratory skills tests, based on the student’s attention, participation and attendance. Assessment of practical sessions through written tests and assessment of the laboratory notebook. 15%

SE4 Oral and/or written assessment of student work set by the lecturer. 15%

Regular examination period (May/June):

- Continuous assessment:

15% Practical sessions: Compulsory attendance and participation + Workbook + Exam

15% Participation in class assignments, oral and/or written presentation of assignments.

Active participation in classes (sessions and assignments), up to 5 marks.

Topic tests, up to 5 marks.

Submission of set exercises, up to 5 marks.

Exercise on a scientific article, up to 5 marks.

(Maximum total of 15 marks)

37.5% Eliminatory test covering the content of the lectures and assignments (≥6)

- Course examinations, 70%.

Mid-term exam, 35%, with a mark of ≥6 in that exam.

Final exam:

35 per cent, provided a mark of ≥6 is achieved in the mid-term exam (second part only).

70 per cent, provided a mark of <6 is achieved in the mid-term exam (entire syllabus).

Test on the content of the lectures and assignments. 37.5% if Part 1 has been passed, or 75% otherwise.

Extraordinary examination session (July):

Final exam covering the entire module (100%)

(no continuous assessment mark)

Timetable

Click on this link to view the detailed timetable in Excel

Bibliography

Core:

1. Feduchi Canosa, Elena

Biochemistry:

4th ed. Editorial Médica Panamericana, 2025.

ISBN: 9788411064255

2. Feduchi Canosa, Elena

Biochemistry:

4th ed. Médica Panamericana, 2025.

ISBN: 9788411064262

3. Navdeep Chandel

Navigating Metabolism

Cold Spring Harbor Laboratory Press. 2015.

ISBN: 9781621821298

4. Nelson, David L.

Lehninger, Principles of Biochemistry /

7th ed. Omega, 2019.

ISBN: 9788428216678

Links

Biomodel – Interactive biochemistry learning tools, created or compiled by Prof. Ángel Herráez of the University of Alcalá

Objectives

Fundamentals of Microbiology introduces students to the microbial world, providing them with knowledge of the different types of microorganisms, their main characteristics and the various techniques used to study them. Students will:

- Will be able to classify pathogenic, commensal and biomedically useful microorganisms

- Will classify commensal microorganisms and understand their role in the prevention and treatment of certain diseases

- Describe the applications of transgenic microorganisms

- Apply diagnostic techniques, interpret the results of microbiological and parasitological studies, and identify microorganisms

- Will identify and assess pathogenic microorganisms using diagnostic techniques.

- Distinguish between and describe preventive and therapeutic strategies.

- Recognise the diagnostic value of serological tests for specific infections.

Prerequisites

Prior knowledge of biology and structural biochemistry

Competencies

BASIC AND GENERAL

CB1. Students must have demonstrated that they possess and understand knowledge in an area of study building on the foundations of general secondary education, typically at a level which, whilst drawing on advanced textbooks, also includes some aspects requiring knowledge from the cutting edge of their field of study.

CB3. Students should be able to gather and interpret relevant data (normally within their field of study) in order to make judgements that include reflection on relevant social, scientific or ethical issues.

CB4. Students should be able to communicate information, ideas, problems and solutions to both specialist and non-specialist audiences.

CB5. Students should have developed the learning skills necessary to undertake further studies with a high degree of autonomy.

CG1. To develop the ability to analyse and synthesise, and to organise and plan.

CG2. To develop oral and written communication skills in their native language and in a foreign language

CG3. To develop information management skills.

CG4. To develop skills in interpersonal relations and teamwork, including interdisciplinary and international collaboration.

CG5. To acquire problem-solving and decision-making skills.

CG6. Acquire the ability to think critically.

CG7. Generate creative proposals and develop leadership qualities, initiative and an entrepreneurial spirit.

CG8. Develop strategies for independent learning.

CG9. Be able to adapt to new situations.

CG10. Develop a commitment to ethical behaviour.

CG13. Embrace sustainability through an awareness of environmental issues.

SPECIFIC

CE4. Understand the importance and limitations of scientific thinking in the study, prevention and management of diseases.

CE6. Understand and recognise the causative agents and risk factors that determine health status and the development of disease.

CE7. Recognise and classify the microbiome and pathogenic microorganisms, and understand their respective roles in the treatment and aetiology of diseases.

CE10. Understand the structure and function of biomolecules for their application as therapeutic targets, and as an aid to treatment and diagnosis

CE12. Understand the significance of clinical laboratory results.

CE13. Be familiar with, critically evaluate and know how to use clinical and biomedical information sources to obtain, organise, interpret and communicate scientific and health-related information.

CE16. Be able to use information technologies: bioinformatics, databases and methods of experimental data analysis

CE17. Be familiar with the various methods of disease prevention and improving quality of life.

Learning outcomes

Classify pathogenic, commensal and biomedically useful microorganisms.

Classify commensal microorganisms and understand their usefulness in the prevention and treatment of certain diseases

Describe the applications of transgenic microorganisms.

Apply diagnostic techniques, interpret the results of microbiological and parasitological studies, and identify microorganisms.

Identify and assess pathogenic microorganisms using diagnostic techniques.

Distinguish between and describe preventive and therapeutic strategies.

Recognise the diagnostic value of serological tests for specific infections

Course content

1. Introduction to microbiology. Basic concepts and historical overview

2. The prokaryotic cell. Main functions and structures of prokaryotic organisms.

3. The prokaryotic cell – Envelopes and motility. Continuation of the previous topic to examine facultative structures.

4. The eukaryotic cell. Structures and functions of nucleated single-celled organisms.

5. Bacterial genetics. An overview of the bacterial genetic machinery.

6. Bacterial nutrition and metabolism.

7. Bacterial growth and its regulation.

8. Viruses and prions. General biology of viruses and prion diseases

9. Fungi. An overview of the physiology and biology of fungi.

10. Parasites.

11. Microorganism–host relationships.

12. Transgenic microorganisms.

Teaching activities

Lectures: Theoretical presentation of the course content by a lecturer, actively involving students in the learning process

Complementary lectures: Presentation of students’ work, followed by a theoretical presentation by the lecturer on supplementary course content to facilitate the learning of specific topics.

Group tutorials / Supervised assignments

Seminars:

-Workshops in groups of 3–4 students who research challenges set by the lecturer or texts relating to the course, summarise them and present their findings.

-Information search: Original sources, reviews, databases, and subject-related websites

-Challenge-based learning: Solving a challenge, project or case study selected by the lecturer, with the support of lecture notes, books and IT tools, working in groups

-Problem-solving: Solving exercises set by the teacher, with the support of notes, books and IT tools, in groups

-Oral presentation by students, supported by electronic or physical aids, of projects, assignments or challenges

-Guided debate: A discussion between two groups of students who prepare and present different findings from a piece of research, with the discussion unfolding spontaneously. The aim is to promote students’ oral expression and comprehension and to develop their critical thinking skills.

Laboratory practicals / Simulation workshops:

-Laboratory practicals: Learning laboratory techniques, applying techniques to problem-solving, developing protocols and interpreting results.

Assessment system and criteria

Assessment of the module will be carried out through continuous assessment, based on theoretical tests, laboratory practicals, assignments and attendance.

-Written theoretical tests (70 per cent):

-Mid-term exam (pass mark ≥5) and

-Final exam.

Students who fail the mid-term exam must sit a single final exam covering the entire syllabus. A mark of at least 5 is required in the theoretical component to pass the course. Where the course is assessed by mid-term exams, the final mark for the theoretical component will be the arithmetic mean of the two mid-term exams, provided that both are passed with a minimum mark of 5.

-Laboratory practicals (10%). COMPULSORY:

Assessment is based on attendance, participation and written tests. It is not necessary to achieve a mark of 5 for this percentage to be applied. Failure to attend the practical sessions will result in a ‘Did Not Attend’ mark in the ordinary assessment period. Students repeating the course who have passed the practical sessions in previous years do not need to repeat them, but must sit the exam.

-Assignments (20%) – Compulsory:

Assessment through oral and/or written tests, in accordance with the criteria set by the teaching staff.

- Attendance: A minimum attendance of 70% at teaching activities is compulsory. Absences exceeding 20% will result in the loss of the right to continuous assessment in the ordinary examination period.

Supplementary examination session:

A single examination covering all theoretical content. A mark of 5 must be obtained in order to apply, if successful, the weighting to the marks for practical work and assignments.

Timetable

Click on this link to view the detailed timetable in Excel

Bibliography

Core:

1. Daniel H. Buckley, David A. Bender, David A. Stahl, John M. Martinko and Michael T. Madigan

BROCK. BIOLOGY OF MICROORGANISMS, 14th ed.

Pearson. 2015.

ISBN: 9788490352793

2. Madigan

Brock. Biology of Microorganisms.

Pearson. 2009.

ISBN: 9788478290970

3. Patrick R. Murray, PhD, Ken S. Rosenthal, PhD, George S. Kobayashi, PhD, Michael A. Pfaller, MD

MEDICAL MICROBIOLOGY

Mosby. 2017.

ISBN: 9788491132745

Objectives

The student will compare the stages of human ontogeny.

They will describe human organogenesis.

They will review the genetic controls of growth, cell differentiation and morphogenesis.

They will recognise the different structures and functions of genetic material.

They will apply methodologies to extract, amplify and analyse genetic material.

They will interpret the processes of replication, transcription and translation at a molecular level, using the genetic code as a guide.

Distinguish between the genetic mechanisms of mutations, damage and repair.

Distinguish between the genetic mechanisms underlying genetic variability.

You will discover the uses of transgenic organisms.

Prerequisites

Basic knowledge of biology at A-level.

Competencies

BASIC AND GENERAL COMPETENCIES

CB1. Students must have demonstrated that they possess and understand knowledge in a field of study building on the foundations of general secondary education; this is typically at a level which, whilst drawing on advanced textbooks, also includes some aspects requiring knowledge from the cutting edge of their field of study.

CB3. Students should be able to gather and interpret relevant data (usually within their field of study) in order to form judgements that include reflection on relevant social, scientific or ethical issues.

CB4. Students should be able to communicate information, ideas, problems and solutions to both specialist and non-specialist audiences.

CB5. Students should have developed the learning skills necessary to undertake further studies with a high degree of autonomy.

CG1. To develop the ability to analyse and synthesise, and to organise and plan.

CG2. To develop oral and written communication skills in their native language and in a foreign language

CG3. To develop information management skills.

CG6. To acquire the ability to think critically.

CG8. To develop strategies for independent learning.

CG9. Be able to adapt to new situations.

CG10. Develop a sense of ethical commitment.

CG11. Recognise diversity and multiculturalism, and learn about other cultures and customs.

CG12. Develop a commitment to quality.

CG13. Embrace sustainability through an awareness of environmental issues.

SPECIFIC COMPETENCIES

CE1. Understand and recognise the normal structure and function of the human body at the biomolecular, cellular, tissue, organ and systems levels, throughout the different stages of life.

CE2. Relate function across the different levels of organisation of the human body.

CE5. Describe disease at the biomolecular, cellular, metabolic, tissue, organ and systems levels, and the relationships between them.

Learning Outcome 6. Understand and recognise the causative agents and risk factors that determine health status and the development of disease.

CE8. Understand and explain the structure of genes and their role in health and disease

CE19. Understand ageing at the cellular level and its consequences for the functioning of the human body.

Learning outcomes

Compare the stages of human ontogeny.

Describe human organogenesis.

Review the genetic controls of growth, cell differentiation and morphogenesis.

Recognise the different structures and functions of genetic material.

Apply methodologies to extract, amplify and analyse genetic material.

Interpret the processes of replication, transcription and translation at a molecular level, with the aid of the genetic code

Distinguish between the genetic mechanisms of mutations, damage and repair.

Distinguish between the genetic mechanisms underlying genetic variability.

Discover the usefulness of transgenic organisms

Course content

1. From fertilisation to implantation, first week. Formation of the bilaminar disc, second week. Formation of the trilaminar disc and the start of organogenesis, third to eighth weeks.

2. Foetal period. From the eighth week to birth

3. Development of the musculoskeletal system.

4. Development of the special senses (sight and hearing)

5. Genetic material: DNA and RNA. Structure and types. Extraction of nuclear and mitochondrial DNA.

6. Genetic mechanisms: Replication and transcription. Gene amplification: PCR.

7. Genetic code. Translation, expression, gene regulation. Molecular cloning: vectors and restriction enzyme digestion.

8. Cell cycle. Cell types.

9. Genetic damage and repair mechanisms.

10. Cellular ageing

11. Genetic Variability: Mutation, Polymorphisms, Recombination and Epigenetics. Analysis of Polymorphisms.

12. Genetic mapping and DNA sequencing.

13. Genetic programmes of development.

14. Transgenic organisms. Biomedical applications.

Teaching activities

Lectures and supplementary lectures: Theoretical presentation of the course content by a lecturer, actively involving students in the learning process

Seminars:

*Workshops in groups of 3–4 students who research challenges set by the lecturer or texts related to the course, summarise them and present their findings.

*Challenge-based learning: Solving a challenge, project or case study selected by the lecturer, with the support of lecture notes, books and IT tools, in groups

*Problem-solving: Solving exercises set by the lecturer, with the support of notes, books and IT tools, in groups

*Presentation: An oral presentation by a student, supported by digital or physical aids, of projects, assignments or challenges

*Guided debate: A discussion between two groups of students who have prepared different approaches to a research topic; the two groups present their findings, and the discussion unfolds spontaneously. The aim is to promote students’ oral expression and comprehension and to develop their critical thinking skills.

Laboratory practicals: Learning laboratory techniques, applying techniques to problem-solving, developing protocols and interpreting results.

Assessment system and criteria

Without prejudice to any other requirements that may be specified in the relevant course syllabus, as a general rule, failure to attend more than 70 per cent of the course’s teaching activities—which require the student’s physical or virtual presence—will result in the loss of the right to continuous assessment during the standard examination period. In this case, the examination to be held during the official period set by the University will be the sole assessment criterion, with the weighting specified in the course syllabus.

----

SE1 Written assessments: multiple-choice tests, essay-type questions, problem-solving exercises. 85%

SE2 and SE3 Assessment by the lecturer of basic laboratory skills tests, based on the student’s attention, participation and attendance. Assessment of practical sessions through written tests and assessment of the laboratory notebook. 10%

SE4 Oral and/or written assessment of student work set by the lecturer. 5%

There will be a standard examination session in June and a supplementary session in July.

In the June examination session, the mark will be assessed according to the following criteria:

1. Practical work mark, which will account for 10% of the final mark. (Due to the nature of the degree programme, completion of the practical work is compulsory. If the practical work is not completed, a ‘Did not attend’ mark will be recorded for the ordinary examination session, and students will be required to sit the full module examination in the supplementary session. Students repeating the year who passed the practicals in the previous academic year are not required to undertake the practicals, but they must sit the exam.) A multiple-choice exam will be held. Attendance at the five days of laboratory practicals will be compulsory. The mark will also reflect the interest shown and the skills acquired.

2. Continuous Assessment mark, accounting for 15% of the final mark. This includes the CQ2 test, the mark for which will account for 10% and will be a pass/fail assessment, and the submission of the Genetics assignment (5%), the details of which will be specified each year. In order for the continuous assessment to be taken into account, a minimum of 70% class attendance is required.

3. Developmental Biology Content Exam, which will account for 25% of the mark. This will be assessed via a multiple-choice exam comprising 40 questions.

4. Genetics content exam, which will account for 50 per cent of the mark. This will be assessed via a multiple-choice exam comprising 50 questions.

In the June examination session, it is essential to pass both theoretical content examinations to pass the module. If one of the two examinations is passed, that mark will be retained and it will only be necessary to retake the examination on the failed content.

In the July examination session, a single multiple-choice exam covering the content of the entire module will be held. Students who have passed one of the exams may sit the exam on the content they failed in order to pass the module.

Timetable

Click on this link to view the detailed timetable in Excel

Reading list

Essential:

1. James D. Watson

The Double Helix: A Personal Account of the Discovery of the Structure of DNA

Alianza. 2011.

ISBN: 9788420674322

2. Dorion Sagan

Capturing Genomes

Kairos. 2003.

ISBN: 9788472455511

3. Enzo Gallori

Illustrated Atlas of Genetics

Suaseta. 2010.

ISBN: 9788467716986

4. Griffiths, Anthony J.F.

Modern Genetics

Madrid [etc.]: McGraw-Hill Interamericana, 2000. 2000.

ISBN: 844860279X

5. Klug, WS

Concepts of Genetics

8th ed. Pearson. 2006.

ISBN: 8420550140

6. Miguel Pita

The Dictatorial DNA: What Genetics Decides for You

Ariel. 2017.

ISBN: 9788434425705

7. PIERCE

Genetics: A Conceptual Approach

Panamericana. 2015.

ISBN: 8498353920

8. Richard Rudd

The Genetic Keys

Gaia Ediciones. 2015.

ISBN: 9788484455752

Objectives

Students will define the basic physiological principles and describe their regulation, adaptation and control.

They will describe the basic physiological processes

They will relate the morphology and function of the human body

They will contrast the molecular and cellular bases of physiology.

They will apply practical tools to carry out bioassays and functional tests.

Competencies

BASIC AND GENERAL

CB1. Students should have demonstrated that they possess and understand knowledge in an area of study building on the foundations of general secondary education, typically at a level which, whilst drawing on advanced textbooks, also includes some aspects requiring knowledge from the cutting edge of their field of study.

CB3. Students should be able to gather and interpret relevant data (normally within their field of study) in order to make judgements that include reflection on relevant social, scientific or ethical issues.

CB4. Students should be able to communicate information, ideas, problems and solutions to both specialist and non-specialist audiences.

CB5. Students should have developed the learning skills necessary to undertake further studies with a high degree of autonomy.

CG1. To develop the ability to analyse and synthesise, and to organise and plan.

CG2. To develop oral and written communication skills in their native language and in a foreign language

CG3. To develop information management skills.

CG4. To develop skills in interpersonal relations and teamwork, including interdisciplinary and international collaboration.

CG5. To acquire problem-solving and decision-making skills.

CG6. Acquire the ability to think critically.

CG8. Develop strategies for independent learning.

CG9. Be able to adapt to new situations.

CG10. Develop a commitment to ethical conduct.

CG12. Develop a commitment to quality.

SPECIFIC

CE1. Understand and recognise the normal structure and function of the human body at the biomolecular, cellular, tissue, organ and systems levels, throughout the different stages of life.

CE2. Relate function across the different levels of organisation of the human body.

CE10. Understand the structure and function of biomolecules for their application as therapeutic targets, and as an aid to treatment and diagnosis

CE19. Understand ageing at the cellular level and its consequences for the functioning of the human body.

Learning outcomes

Define the basic physiological principles and describe their regulation, adaptation and control.

Describe basic physiological processes

Relate the morphology and function of the human body

Compare the molecular and cellular bases of physiology.

Apply practical tools to carry out bioassays and functional tests

Course content

1. Internal environment, body fluids and homeostasis.

2. Cell physiology, the cell membrane and mechanisms of homeostatic regulation of the internal environment

3. Physiology of the cardiovascular system.

4. Renal physiology and body fluids

5. Physiology of the respiratory system.

6. Physiology of the digestive system.

7. Physiology of the urinary system

8. Physiology of the reproductive system.

9. Energy metabolism and thermoregulation. Nutrition.

10. Endocrine system

11. Mechanisms regulating the functions of the various organ systems. Hierarchy

12. Integration of the functions of the various systems and apparatuses. Compensatory mechanisms.

13. Mechanisms by which the functions of the various systems and organs adapt to the most common functional or environmental changes.

Teaching activities

Lectures: Theoretical presentation of the course content by a lecturer, actively involving students in the learning process

Group tutorials / Supervised assignments

Seminars:

- Workshops in groups of 3–4 students who investigate challenges set by the lecturer or texts relating to the course, summarise them and present their findings.

-Information search: Original sources, reviews, databases, and websites relating to the subject

-Challenge-based learning: Solving a challenge, project or case study selected by the lecturer, with the support of lecture notes, books and IT tools, working in groups

-Problem-solving: Solving exercises set by the teacher, with the support of notes, books and IT tools, in groups

-Oral presentation by students, supported by electronic or physical aids, of projects, assignments or challenges

-Guided debate: A discussion between two groups of students who prepare and present different findings from a piece of research, with the discussion unfolding spontaneously. The aim is to promote students’ oral expression and comprehension and to develop their critical thinking skills.

Laboratory practicals / Simulation workshops:

-Simulation: Learning technical skills through simulation using anatomical models.

-Simulation workshops using computer-based tools

-Laboratory practicals: Learning laboratory techniques, applying techniques to problem-solving, developing protocols and interpreting results.

Assessment system and criteria

Without prejudice to any other requirements that may be specified in the relevant course syllabus, as a general rule, failure to attend more than 70 per cent of the course’s teaching activities—which require the student’s physical or virtual presence—will result in the loss of the right to continuous assessment during the standard examination period. In this case, the examination to be held during the official period set by the University will be the sole assessment criterion, with the weighting specified in the course syllabus.

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SE1 Written assessments: multiple-choice tests, essay-type questions, problem-solving exercises. 70%

SE2 and SE4 Assessment by the lecturer of basic laboratory skills tests, based on the student’s attention, participation and attendance. Oral and/or written assessment of student work set by the lecturer. 10%

SE3 Assessment of practical sessions through written tests and assessment of the practical notebook. 20%

METHOD OF ASSESSMENT FOR THEORY – SEMINARS:

In the first term, there will be two mid-term exams:

.- First mid-term exam: A qualifying exam which can be resat. Minimum mark (out of 10) of 5. This will take place approximately in October (according to the academic calendar). Weighting: 15%.

.- Second mid-term exam: A pass/fail exam which can be resat. Minimum mark (on a scale of 1 to 10) of 5. This will take place approximately in January (according to the academic calendar). It accounts for 15% of the mark.

In the second term, there will be two mid-term exams:

.- Third mid-term exam: A pass/fail exam which can be retaken. Minimum mark (out of 10) of 5. It will take place approximately in October (according to the academic calendar). It accounts for 20% of the final mark.

.- Fourth mid-term exam: A pass/fail exam that can be retaken. Minimum mark (out of 10) of 5. It will take place approximately in January (according to the academic calendar). It accounts for 20 per cent of the final mark.

METHOD OF ASSESSING PRACTICAL SESSIONS:

Clinical practicals will take place in the first term (10 per cent of the final mark for the module). Attendance at laboratory practicals is compulsory in order to pass the module. The final mark for these practicals will be based on an examination (90% of the mark) and the submission of the laboratory notebook (10% of the mark).

In the second term, laboratory practicals will take place (10% of the final mark for the module). Attendance at laboratory practicals is compulsory in order to pass the module. The final mark for these practicals will be based on an examination (90% of the mark) and the submission of the laboratory notebook (10% of the mark).

ASSESSMENT METHOD BASED ON PARTICIPATION, ASSIGNMENTS, EXERCISES, ETC.:

A percentage will be applied to the final course mark for class participation, the completion of assignments, etc., accounting for 10 per cent of the final mark. This assessment will be taken into account throughout the course. In this case, lecturers will assess students’ engagement during the MG and TRAB sessions, their behaviour during the sessions, their completion of exercises, and the oral and/or written assessment of student assignments set by the lecturer, etc. These are voluntary activities.

COMMENTS (ASSESSMENT METHOD):

• Attendance is compulsory and will be monitored via the UAX attendance monitoring system.

• Generally speaking, attendance of 70 per cent – and potentially up to 100 per cent – of the theoretical and/or practical sessions will be required. Failure to attend will result in the loss of the right to continuous assessment.

• To pass the module, students must pass both the Theory and the Practical components.

• Theory mid-term exams may be retaken during the ordinary examination period (January–May) and/or the EXTRAORDINARY examination period in June. During the ordinary examination period, each mid-term exam will be assessed independently, but during the Extraordinary examination period, they will be assessed by term.

• TO CALCULATE THE FINAL GRADE FOR THE MODULE, IT IS ESSENTIAL TO ACHIEVE A GRADE OF AT LEAST 5 POINTS (ON A SCALE OF 1 TO 10) IN EACH ASSESSMENT.

• Grades of 4.0 to 4.9 in each of the mid-term exams will be taken into account for averaging. In this case, the average of the two mid-term exam marks must be 5 to constitute the final mark. Averaging will be carried out per term (1st term for mid-term exams 1 and 2; 2nd term for mid-term exams 3 and 4).

• The examinations will consist of a multiple-choice test (with questions offering 4 answer options) where only one is correct. Incorrect answers will result in a deduction of 33.3 per cent of a mark. All questions will carry the same weighting.

• Assessment for the module may take place over a maximum of four official examination sessions, which will follow one after the other, except in cases where the student cancels a session. In duly justified cases and for reasons supported by documentary evidence, the Vice-Chancellor may grant, after consulting the Dean or Director of the centre to which the student making the request belongs, an additional grace sitting. A sitting may be cancelled by the Secretary-General, at the request of the student concerned, provided that the following conditions are met.

• The absence must be duly justified and the student must notify the lecturer as far in advance as possible so that the possibility of making up the session in another group can be assessed.

• Repeated absence from class, after a warning has been issued, may lead to the initiation of disciplinary proceedings and the imposition of a penalty corresponding to a very serious offence, in accordance with the provisions of the University’s Code of Conduct and Disciplinary Regulations.

• In order for non-attendance not to be taken into account in the continuous assessment, it is MANDATORY for students to apply for and be granted an EXEMPTION FROM ATTENDANCE.

ASSESSMENT FOR THE SUPPLEMENTARY EXAMINATION SESSION:

• Students who have not passed the ordinary assessment or who did not sit it may choose to sit the extraordinary assessment. The purpose of this assessment is to verify the acquisition of the competences set out in the course guide and it will focus solely on the assessment activities that can be re-assessed. Sitting this sitting counts as the use of one official sitting, with the corresponding administrative consequences.

• To pass the module in the supplementary assessment, students must achieve a minimum final mark of 5 points, once all assessment criteria have been applied. Furthermore, it is essential to achieve at least 4 points out of 10 in each of the two terms, regardless of the overall average obtained.

• During the supplementary examination period, the Physiology module will be assessed independently for each term, either through separate examinations for each term or via a single examination in which the questions corresponding to each term are clearly identified. Furthermore, students must retake the practical sessions for both terms if they have failed them or have not attended them.

• For the theory examinations, a multiple-choice test will be set, consisting of questions with four answer options (only one correct), and marks will be deducted at a rate of 33.3 per cent for each incorrect answer.

• For the practical examinations in the supplementary examination session, students who have failed their practicals but have met the attendance requirements must sit a multiple-choice test with four answer options, only one of which is correct. Incorrect answers will result in a deduction of 33 per cent from the value of a correct answer. Meanwhile, students who have not met the attendance requirements or whose attendance has not been recognised must sit the same multiple-choice test, to which essay-style questions on the procedures carried out during the practical sessions will be added.

Timetable

Click on this link to view the detailed timetable in Excel