This module provides trainees with the underpinning scientific knowledge and practical skills to safely and competently use ultrasound instrumentation. This module delivers a baseline knowledge that underpins the specialist areas of the physics of ultrasound, technology in vascular science, haemodynamics of the peripheral vascular system and safety.

This module provides students with the underpinning scientific and clinical knowledge, as well as the practical skills required, to assess and interpret extracranial vascular ultrasound investigations; to safely contribute to the diagnosis and screening of peripheral vascular disease (macro and microvascular), abdominal aortic aneurysms and intracranial lesions (for sickle cell).

This module provides the underpinning knowledge and understanding required for gastrointestinal (GI) physiology.

Paediatric physical assessment skills: understanding of the differences in ages for examination purposes, history taking, treatment and planning.

Exploration of the prevalence of child and adolescent mental health disorders and consideration of appropriate interventions.

Prevention and early intervention and the importance of this in improving the mental health of children and young people.

Developing greater understanding of the common emotional, behavioural and mental health issues experienced by children, young people and their families.

This module will give you a critical insight into the mental health of older people, with a particular focus on the main demographically/epidemiologically prevalent issues of dementia, delirium and depression. As the ethos of the module is maintaining personhood, you will examine strategies for maximising independence, choice and mental well-being and develop a critical awareness of relationship-centred approaches.

Development of Community Practice teachers to facilitate the learning of District Nurses, School Nurses and Health Visitors. This module will prepare participants for the role of practice teacher/educator and provide Foundation Teacher status.

This module seeks to enable healthcare professionals from a range of professional backgrounds and settings to develop knowledge and understanding of essential elements which contribute to improving monitoring and management of long term conditions, whilst enabling them to respond to and challenge practice for themselves and others.

Prepares nurse to competently deliver sexual health services within professional, legal and governance in primary healthcare settings.

It enables midwives to develop the skills required by the Professional Midwifery Advocate Competency Profile (NHS England, 2017) and to subsequently to undertake the Professional Midwifery Advocate (PMA) role to deliver the NHS England AEQUIP model of support to midwives and pregnant women and their families.

Management of COPD as a long-term condition, behavioural change treatment interventions, personal efficacy.

This module is focussed on patients who have palliative care needs. Students will be encouraged to consider the many components that contribute to the delivery of quality palliative care. A flexible learning approach is adopted to assist in the development of specific knowledge relating to the management of symptoms in advanced disease.

This module is focussed on patients who have palliative care needs, students will be encouraged to consider the many components that contribute to the delivery of quality palliative care. A flexible learning approach is adopted to assist in the development of specific knowledge relating to the principles of palliative care in both the cancer patient and patients suffering diseases other than cancer.

This module will enable the practitioner to critically examine their practice when caring for this vulnerable group of patients and will consider the holistic needs of the patient and their carers. Participants will be encouraged to reflect and explore personal experiences arising from their own clinical practice in order to consider enhancing their professional practice.

This module focusses on concepts of care in cancer care with a central focus on the patients and their families and an understanding of common cancers.

The module will provide the opportunity to explore a wide arrange of respiratory disorders, assessment and current treatment options.

Develop knowledge and skills for undertaking a comprehensive health history and physical assessment. In order to ensure safe patient care, students will be engaged in practical skills and knowledge and development.

This module focuses on the holistic needs of the patient undergoing chemotherapy and their family/ carers. The impact of chemotherapy treatment for the patient will be explored from a physiological, pharmacological and biopsycho-social perspective and learners will be encouraged to reflect and explore personal experiences arising from clinical practice.

The module allows you to explore Neonatal Intensive practice with colleagues from many units in the region, to engage in discussion and debate to understand the complexities and challenges caring for an infant and their family receiving Intensive care. The module builds on knowledge gained in the special and High Dependency module, and explores the specialist intensive care needs of infants in neonatal units, to understand how thermoregulation, nutrition, pain management, palliative care and infection control among many topics. You will also understand the physiological changes as an infant adapts to extra uterine life, and how problems with this transition lead to infants requiring Intensive care.

To equip practitioners with the knowledge and skills required for the safe care of children and young people in intensive care. 

This module enables midwives and neonatal professionals to enhance their existing skills and expertise in examination and care of the newborn.

This module is designed for practitioners who work in the acute hospital ward/ department setting or are new to critical care areas. It aims to give practitioners an increased ability to assess and manage patients with acute/ critical illness. It will introduce practitioners to recent developments in acute and critical care. This module will give practitioners the knowledge to assess and manage the early phases of acute and critical illness. 

Develop knowledge and skills for undertaking a comprehensive health history and physical assessment. In order to ensure safe patient care, students will be engaged in practical skills and knowledge and development.

Develop knowledge and skills for undertaking a comprehensive health history and physical assessment. In order to ensure safe patient care, students will be engaged in practical skills and knowledge and development. This module is focussed on history taking required for professionals working in Primary Care.

Develop knowledge and skills for undertaking a comprehensive assessment in Mental Health and LD. In order to ensure safe patient care, students will be engaged in practical skills and knowledge and development.

Provide opportunities for practitioners to develop knowledge and skills for non-medical prescribing.  Our expert prescriber lecturers and medical partnership working enable students to appraise relevant sources of information, advice and support available for decision-making in practice.

The knowledge and skills required for the safe care of critically ill children and young people.

A holistic approach to the assessment of psychological management of physical disease, including cognitive behavioural therapy and motivational interviewing.

Designed to meet the needs of nursing and midwifery staff caring for a special and high dependency infant in the Neonatal unit, this module can be combined with the Neonatal intensive care module to lead to the award of Specialist Neonatal Practice. You will explore Neonatal practice with colleagues from many units in the region, engaging in discussion and debate to understand the complexities and challenges caring for an infant receiving special and high dependency care and their family. You will gain an understanding of the specialist needs of infants in Neonatal units including thermoregulation, nutrition, pain management, palliative care, infection control and discharge and transfer to neighbouring units or home. You will also understand the physiological changes as an infant adapts to extra uterine life, and how problems with this transition lead to infants requiring your care.

This module promotes increased understanding and knowledge of the prevention of diabetes, complications, management and supporting the patient and their family.

Prepares nurse to competently deliver sexual health services within professional, legal and governance in primary healthcare settings.

This module provides students with the knowledge that underpins the third year specialist module in urodynamic science aswell as the underpinning knowledge to undertake learning in the workplace. This is a predominantly clinical module with the emphasis on the place of Lower Urinary Tract Investigation within the wider clinical patient pathway. Students will acquire a knowledge of how Urodynamics and affiliated investigations contribute to overall patient management. The students will be taught how to critically appraise a clinical paper.

This module provides the student with a higher specialised body of knowledge and practical competency to underpin the specialist practice of upper gastrointestinal (GI) physiology.

This module provides the trainee with the knowledge that underpins the specialist practice in Imaging with Ionising Radiation in the third year of MSc and gives the trainee the tools to undertake learning in the workplace.

This module provides students with the knowledge required to underpin the third year specialist module in respiratory and sleep science. It also provides students with the knowledge to undertake project based learning in the workplace.

This module provides the trainee with the knowledge that underpins the radiotherapy physics specialism in the second year of the Modernising Scientific Careers Scientist Training Programme and gives the trainee the tools to undertake project based learning in the workplace and meet the STP curriculum as approved by the Medical Education England Healthcare Science Programme Board.

In this module, students develop a sophisticated understanding of global health issues and challenges, by ‘drilling down’ in detail, with specific attention to such topics as globalisation and health; maternal and child health; and health inequalities in global context.

This module will provide trainees with underpinning knowledge of cardiac science, together with knowledge and understanding of resting and ambulatory electrocardiography and blood pressure measurement to enable them to perform the related cardiac investigations.

To explore the contribution of epidemiology to understanding and addressing the major causes of morbidity and mortality in the UK and other industrialised countries. The module starts with a consideration of changes in demography and disease patterns that led to chronic non-communicable diseases becoming the predominant health problems in the UK and similar countries. It then considers the major determinants of those diseases, from underlying socio economic structures through to individual behaviours and genetic determinants.

This module will provide an introduction to some fundamental concepts of economics that are relevant for healthy policy decision making and analysis. The first day will focus on how markets work, why they fail in healthcare and an introduction to health economics and economic evaluation. The three main types of economic evaluation (cost-effectiveness analysis, cost-utility analysis and cost-benefit analysis), how and when they should be applied, and their pros and cons will be discussed.

This module aims to provide students with an understanding of current global health issues, focusing mainly on developing countries and on the expanding range of actors in today's increasingly complicated health policy landscape. The module presents the challenges and opportunities in dealing with health and health care in the context of resource poor countries, whilst also interrogating the reasons that some settings are 'resource-poor' and others not. It will take an interdisciplinary approach and will utilize various perspectives including epidemiology, anthropology, clinical medicine, and political science.

This module will provide trainees with the knowledge and understanding of vascular science and its importance in contributing to the diagnosis and monitoring of patients with a variety of vascular diseases.

This module provides the trainee with the knowledge that underpins the specialist practice in Imaging with Ionising Radiation in the second year of MSC and gives the trainee the tools to undertake project based learning in the workplace and meet the STP curriculum as approved by the Medical Education England Healthcare Science Programme Board.

This module provides the underpinning knowledge aligned with the work based practical training programme in cardiac science. The module has three sections: non-invasive diagnostics, invasive diagnostics and therapeutic interventions. Within each of these areas, students gain an understanding of the techniques involved, as well as the ability to interpret results and write reports for a range of cardiac procedures.

To understand ways of using routine information and applying epidemiological principles to practical public health problems. Content includes routine data sources, interpreting health information, uses of population and health related data for public health and health service planning, screening and basic principles of demography.

This module introduces students to the key principles of public health protection, illustrated by reference to common communicable diseases and environmental hazards in the UK. Students will develop an understanding of major factors contributing to health protection risk, the fundamental principles of assessment and control of these risks. Local and national methods of surveillance will be described, including their application in monitoring patterns of illness in the population and identification of outbreaks of communicable disease. Examples of communicable disease outbreaks and environmental investigations will be used to illustrate the commonly used epidemiological methods and demonstrate the importance of partnership working in health protection.

This module introduces key concepts underpinning health care quality. It covers the theory and practice of different approaches to quality improvement as well as the evidence base for and methods of evaluating approaches to improve the quality of health care. The module will place these topics within the context of several strategies employed to address quality within the British NHS, including: the Darzi review; safety improvement; clinical governance; and clinical guidelines.

This module focuses on health inequalities within countries and responses to them. The module will be delivered through a series of interactive lectures and seminars, and draw on local, national and international case studies to illustrate the application of social theory, empirical health research, policy and practice in ‘real world’ settings. The module will begin with an overview of sociological ideas and perspectives as an introduction to the discipline. This will lead into discussion of the social context of health and health inequalities at macro and micro sociological levels. The case for an understanding of social factors in health, wellbeing and illness will be made by considering a range of social theories and social divisions (social class, gender, ethnicity, age).

This module provides students with the knowledge required to underpin the third year specialist module in respiratory and sleep science. It also provides students with the knowledge to undertake project based learning in the workplace.

This module provides students with specialist knowledge in urodynamic science and also provides the knowledge required to undertake project-based learning.

This module provides underpinning knowledge to support the work-based practical training element for students following an echocardiography specialist route.

This module will provide students with a higher specialised body of knowledge which underpins  the principles of specialist practice in Lower Gastrointestinal (GI) Physiology.

This module provides the trainee with the knowledge that underpins the specialist practice in Imaging with Non Ionising Radiation in the second year of MSc and gives the trainee the tools to undertake project based learning in the workplace and meet the STP curriculum, as approved by the Medical Education England Healthcare Science Programme Board.

This module provides the trainee with the knowledge that underpins the specialist practice in Radiation Safety in the third year of MSc and gives the trainee the tools to undertake learning in the workplace.

This module provides the trainee with the knowledge that underpins the Radiotherapy Physics specialism in the third year of the MSc and gives the trainee the tools to undertake learning in the workplace.

This module provides students with in-depth, case study-based understanding of social determinants of health, their contribution to health inequalities and the basis for developing policies and interventions to address social determinants of health. Emphasis is placed on research led teaching by leading authorities in the field.

The overall aim of this introductory module is to provide trainees with a broad knowledge and understanding of science and scientific knowledge, contextualised to the practice of healthcare science and the services provided by their specialism/division. Central to this is the contribution of healthcare science to patient care, patient safety, service delivery, research and innovation. This module will build on the knowledge, skills and experience gained during undergraduate studies with learning developed and applied further in division and specialism specific modules.

This module provides an opportunity for the student to develop their knowledge of clinical assessment techniques and gain a greater understanding of related diagnostic modalities, for example clinical imaging and pathology. Applications across a range of clinical settings, including critical care, will be explored and the trainee will gain insight into the interpretation and clinical decision making in the context of differential diagnosis.

This module provides students with the knowledge that underpins the third year specialist module in urodynamic science aswell as the underpinning knowledge to undertake learning in the workplace. This is a predominantly clinical module with the emphasis on the place of Lower Urinary Tract Investigation within the wider clinical patient pathway. Students will acquire a knowledge of how Urodynamics and affiliated investigations contribute to overall patient management. The students will be taught how to critically appraise a clinical paper.

This module provides the underpinning knowledge and understanding required for urodynamic science.

This module provides students with specialist knowledge in urodynamic science and also provides the knowledge required to undertake project-based learning.

This module provides the student with a higher specialised body of knowledge and practical competency to underpin the specialist practice of upper gastrointestinal (GI) physiology.

This module will provide an introduction to some fundamental concepts of economics that are relevant for healthy policy decision making and analysis. The first day will focus on how markets work, why they fail in healthcare and an introduction to health economics and economic evaluation.  The three main types of economic evaluation (cost-effectiveness analysis, cost-utility analysis and cost-benefit analysis), how and when they should be applied, and their pros and cons will be discussed.

This module provides the underpinning knowledge aligned with the work based practical training programme in cardiac science. The module has three sections: non-invasive diagnostics, invasive diagnostics and therapeutic interventions. Within each of these areas, students gain an understanding of the techniques involved, as well as the ability to interpret results and write reports for a range of cardiac procedures.

This programme is a key qualification needed for anyone wanting to become and advanced practitioner or operate in an advanced practice role.

Examination of the new-born, examination of multiple systems for children across the age continuum. History taking and critical analysis of the interruption of findings and treatment plans.

This module addresses the guidelines for critical care nursing as described by the Critical Care Nurse Education Review Forum, incorporating the Critical Care National Competency Framework Step 2.The course is delivered across five contact days over a 10-week period within semester 1. You address the complex care required by critically ill patients, enabling you to develop evidence-based knowledge and skills to support effective clinical decision-making.There is emphasis on the safe and effective integration of knowledge and evidence to support clinical decision-making. You access highly realistic patient simulation training in our simulation laboratory. This allows you to experience teamwork, leadership, communication skills, and aspects of clinical practice in a protected learning environment.

THis module adresses the guidelines for critical care nursing as described by the Critical Care Nurse Education Review Forum, incorporating the Critical Care National Competency Framework Step 2.The award is delivered over five contact days over a 10-week period, within semester 1. It addresses the complex care required by critically ill patients enabling you to develop your evidence-based knowledge and skills to support effective clinical decision-making.We provide a virtual learning environment, e-learning@tees to support you with podcasts, blogs and videos. This module has an emphasis on safely and effectively integrating knowledge and evidence to support clinical decision-making. Highly realistic patient simulation training within the simulation laboratory enables you to experience teamwork, leadership, communication skills and aspects of clinical practice in a protected learning environment.

This module addresses the guidelines for critical care nursing as described by the Critical Care Nurse Education Review Forum, incorporating the Critical Care National Competency Framework Step 3. You develop your knowledge through a variety of learning and teaching strategies including seminars, direct supervision in the clinical area, e-resources and simulation. You use our virtual learning environment, e-learning@tees to support your learning with podcasts, blogs and videos. This module has an emphasis on the safe and effective integration of knowledge and evidence to support your clinical decision-making. You take part in highly realistic patient simulation training within the simulation laboratory to experience teamwork, leadership, communication skills and aspects of clinical practice in a protected learning environment.The course is delivered over five contact days over a ten-week period within semester 2. You address the complex care needs required by critically ill patients, enabling you to develop evidence-based knowledge and skills to support effective clinical decision-making.

This module addresses the guidelines described by the Critical Care Nurse Education Review Forum, incorporating the Critical Care National Competency Framework Step 3. Designed for those working in critical care, you learn by a variety of learning and teaching strategies including seminars, direct supervision in the clinical area, e-resources and simulation. A virtual learning environment, e-learning@tees, is provided to support you with podcasts blogs and videos. There is an emphasis upon the safe and effective integration of knowledge and evidence to support clinical decision-making. Highly realistic patient simulation training within the simulation laboratory provides opportunities for you to experience teamwork, leadership, communication skills and aspects of clinical practice, in a protected learning environment. The module is delivered over five contact days over a 10 week period within semester two. It addresses the complex care required by critically ill patients enabling you to develop evidence-based knowledge and skills to support effective clinical decision making.

This module will enhance your knowledge and understanding of a range of presentations and initial measures to stabilise the child. The focus is on the multi-disciplinary team; developing a care plan related to emergency and high dependency settings. You study the assessment of potentially life-threatening symptoms in children from birth to adolescence, from the first point of contact until the child’s discharge or transfer. You link theory to practice through case studies and patient simulation.

Level 6: This module discusses current issues in end of life care for the patient and their family and how these might be addressed. The module is delivered via distance-learning, utilising the virtual learning environment (VLE) e-learning@tees over ten weeks. The VLE contains learning materials that address key topic areas you study, including: handling difficult questions, symptom management, ethical issues and caring for the dying patient. You are supported throughout the module while undertaking a variety of activities including group discussions relating to the holistic management of palliative care patients. Level 7: This module aims to prepare experienced healthcare practitioners to develop a sound knowledge base in the area of end-of-life care. Through distance-learning activities the module will develop the student's ability to critically analyse and evaluate the provision of end of life within the student's own area of practice. It will encourage the student to consider how end-of-life care is delivered and how it can be further developed or enhanced.Students accessing this module will be practitioners in health care and be involved with patients and their families in end-of-life care situations.

The provision of care to those with long-term health conditions continues to be a significant challenge. This award equips registered health care practitioners engaged in the field of long-term health conditions with the necessary knowledge and skills to contribute to the effective assessment and management. It is suitable for registered health care practitioners working in the field of long-term health conditions. Running over seven weeks, the course facilitates the development of practitioners who are able to respond in analytical and innovative ways to the challenging needs of those with long-term health conditions. This is achieved through the development of a robust knowledge-base and use of appropriate physical and clinical examination skills to undertake the assessment of complex health care needs or those presenting with more acute exacerbations, using a range of evidence-based assessment tools and consultation models to enable accurate differential diagnostic decision making. The health care practitioner assesses the health-related needs of families and other informal carers, looking at developing therapeutic relationships and utilising creative problem-solving that enables shared decision-making for the development of care plans, anticipatory care and the delivery of care packages.

This module enables you to develop basic skills in specific treatment techniques for depression and anxiety disorders. This includes the development of simple formulation, exposure response prevention, working with cognitive processes and ending therapy in line with evidence based practice. Level 5 Credits 20

This is a blended-learning award for a registered multiprofessional students. Study this award and you develop the knowledge and skills you need to help holistically manage clients with diabetes in primary care. You explore pathophysiology, epidemiology, screening, monitoring, diagnosis, pharmaceutical therapeutics, medical devices and the psychosocial consequences of diabetes. You study the taught content?over 10 weeks through blended learning this is over five full days on alternating weeks over the 10-week period. Your assessment submission is two weeks after completing the taught content (week 12).

Independent and supplementary prescribing is an integrated feature of health service delivery, with some health specific professionals qualified to prescribe across a range of healthcare settings. Advancing roles within both nursing and allied health professions has provided a greater access to medicines. This award provides nurses and allied health professionals (physiotherapists, radiographers, podiatrists, dietitians and paramedics who are working in advanced practice roles) with the knowledge and skills to prescribe safely and effectively. You must work within your own scope of practice and area of competence, and as such be in a position to complete the care cycle in a holistic manner for clients within your care.

Level 6) This module enables registered and practising midwives and neonatal nurses to undertake a routine physical examination of the newborn (NIPE). Level 7) This module enables registered and practising midwives and neonatal nurses to undertake a routine physical examination of the newborn (NIPE). It also enables the student to progress academically at level 7 (masters). 

This programme is a key qualification needed for anyone wanting to become and advanced practitioner or operate in an advanced practice role.

This course trains you to carry out an in-depth history and conduct systematic physical examinations of different areas of the body including the respiratory system, cardiovascular system and the central nervous system. You will also learn best practice in documenting and communicating your findings.

By becoming a pharmacist independent prescriber you will be able to prescribe autonomously for any condition within your clinical competence.

You gain a comprehensive knowledge of trauma assessment and management systems within the acute phase of trauma management. You study the assessment, care and management of children and adults with life-threatening traumatic injuries who require emergency care within pre-hospital or emergency department settings.

This award is for healthcare professionals who administer cytotoxic chemotherapy for patients with cancer. On completion you reach the required standard for practice by the North of England and the national standard Cancer Quality Measures (DH, 2004). As a healthcare professional you provide high standards of evidence-based holistic care to patients and their families and are assessed as competent in chemotherapy administration. The course enables you to: develop competencies to meet North of England chemotherapy competencies analyse and evaluate principles underpinning the care of patients receiving chemotherapy - demonstrating the intellectual flexibility required for decision making and the care of patients receiving chemotherapy.

You progress towards achieving the neonatal nurse qualification in speciality (QIS) status within the neonatal special and high dependency care setting. This award is part of a 60-credit programme delivered as two 30-credit, degree-level awards spanning one academic year. The other award is Care of the Neonate in Intensive Care. The award enables you to:  further develop your understanding of the principles and clinical concepts relating to neonatal special and high dependency care further develop your knowledge and skills in neonatal special and high dependency care progress towards achieving the neonatal nurse qualified in speciality status.

You progress towards achieving the neonatal nurse qualification in speciality (QIS) status within the neonatal special and high dependency care setting. This award is part of a 60-credit programme delivered as two 30-credit, degree-level awards spanning one academic year. The other award is Care of the Neonate in Special and High Dependency Care. If your normal place of work does not provide neonatal intensive care, you need to complete no less than four weeks in a supernumerary practice placement in a negotiated in a neonatal intensive care unit. This is required to help you achieve specific neonatal intensive care unit clinical competencies. You must have a designated practice mentor to support your development and to assess the practice competencies. The practice mentor must be an experienced registered nurse with the neonatal QIS qualification and must also have completed a mentorship preparation programme.

This module aims to equip practitioners with the necessary knowledge and skills to facilitate the clinical assessment of patients in acute and community setting within the scope of advanced practice specified by their employer. In having both a theoretical and clinical component, the module aims to extend practice and equip the practitioner with the knowledge, skills and attitudes necessary to be operational in the physical assessment, diagnosis and patient management elements of advanced practice.

This award facilitates healthcare professionals to develop, enhance, appraise and evaluate evidence-based knowledge underpinning the issues relating to electrocardiography interpretation and treatment of the adult patient with cardiac disease. The award addresses the multi-professional care and management of clients who require cardiac monitoring.

This module develops Health and Care Professions Council registered paramedics’ knowledge and skills in the management of patients presenting to the ambulance service following non-urgent 999/111 calls within the pre-hospital environment. It will enhance the paramedics skills to support clinical decision-making and autonomous practice. The module will also focus on the development of clinical reasoning and problem solving skills to enhance paramedic practice. In addition the roles and responsibilities of the multi-disciplinary team and referral pathways will be critically explored. Students will further develop their comprehensive knowledge and skills in assessment and management of minor injuries and illness throughout the lifespan. Ethical, legal and professional issues surrounding autonomous practice will be analysed and evaluated. Clinical skills will be developed to manage patients who do not require immediate transportation to acute care.

Module will develop physical assessment and interpretative skills to support clinical decision-making in practice.

Professional qualification for suitably qualified health professionals to prescribe medications / products independently and on a supplementary basis within their clinical competence and field of practice.

Independent and supplementary prescribing is an integrated feature of health service delivery, with some health specific professionals qualified to prescribe across a range of healthcare settings. Advancing roles within both nursing and allied health professions has provided a greater access to medicines. This award provides nurses and allied health professionals (physiotherapists, radiographers, podiatrists, dietitians and paramedics who are working in advanced practice roles) with the knowledge and skills to prescribe safely and effectively. You must work within your own scope of practice and area of competence, and as such be in a position to complete the care cycle in a holistic manner for clients within your care.

You’ll learn about the major human body systems (cardiovascular, respiratory, excretory, endocrine, nervous, digestive, reproductive) and their major dysfunctions, as well as look at multifactorial conditions related to lifestyle choices. While learning the basic science, the material will also emphasise the richness of interactions between the individual and their environment. You’ll learn human biology in an interdisciplinary context; relatable to a variety of backgrounds, whether science, technology, the humanities or the health professions. It will enable you to appreciate how such knowledge is relevant to issues in health and disease.