FYI
You may count on whatever comments you read along. Aside from trivial matters, let's get down to the nitty-gritty of this thread,
Objectivel
The lectures taught at the University of Bradford (UoB) usually come with powerpoint slides which are printed into A4 papers and made a thick book given to students. Reasonably, some pictures in powerpoint slides are meant to convey some ideas by UoB lecturers who would have prepared those slides. When those slides are taught in MDIS, local lecturers might not have exactly the same idea initially thought by UoB lecturers. In such case, local lecturers may find difficult to translate those slides into verbal words. So some local lecturers prepared slides on their own and they upload their powerpoint slides to MDIS student intranet sites so that students can learn both UoB lectures and Local lecturer's which is good and laudable for their extra effort in teaching students. But you must be aware that the questions you answered in the exam are graded by UoB lecturers, i.e., function of the checkpoint in issuing degree to make sure that you are learning UoB curriculum not others, so that you can be awarded UoB certificate in the end. So if you are answering the questions from the knowledge you might have gained from other notes such as local lecturers, other institutes, you are more likely to encounter a situation where you get grade B where you could have achieved more. Local lecturer's note is for helping you understand the subject fully. But in the end what matters most is UoB lectures. So who is to blame? That's the nature of learning in distance --and inevitable.
Looking at the content of the UoB curriculum, objectively stated, they are comprehensive and extensive. They will teach you from molecular level to where you are writing your dissertation. How genes are regulated, why genes are expressed at certain times in developmental stage, what kind of hormones or proteins play a major role in metabolic syndromes, how genes are transfected into bacteria,... how to write your articles, avoid copying and writing other people's work as if they are yours i.e., plagiarism. It seems quite fantastic after reading all of this. But in reality, because of the way lectures are taught and laboratory works are done 2 or 3 days a week, students are predisposed to forget what they have done in the last experiment. By the time they are in the lab, they followed the instruction without absorbing the rationale behind the experiment. Next day they look at the result and compare with other groups, the effort of which only turns out to be meeting the submission deadline for their papers. The usual outcome is students learnt nothing but occasional bout of complaint that MDIS sucks which (no comment) is left to you to judge yourself.
The laboratories in MDIS are not the state-of-the-art ---which is justifiable though. Privately run institute would have required more contributors to buy and cram all the sophisticated equipment into the labs.
The yearly shrinking number of students counts for such reasons that some are not interested in life sciences at all, some find it unfit to their liking, some find it not their call, some could not follow the lecture. There is double-edged sword when you say Hons in the degree certificate. As the degree you're toying with the idea of pursuing comes with Honour, you must strive to get at least 2nd upper. Otherwise, just an ordinary pass degree from degree with hons would show your knowledge on life sciences even before you go for an interview, of course, the interview for health science post.
For canteen, I don't think food sold in all local universities canteens are fantastically delicious.
My two cent share
You may count on whatever comments you read along. Aside from trivial matters, let's get down to the nitty-gritty of this thread,
Objectivel
The lectures taught at the University of Bradford (UoB) usually come with powerpoint slides which are printed into A4 papers and made a thick book given to students. Reasonably, some pictures in powerpoint slides are meant to convey some ideas by UoB lecturers who would have prepared those slides. When those slides are taught in MDIS, local lecturers might not have exactly the same idea initially thought by UoB lecturers. In such case, local lecturers may find difficult to translate those slides into verbal words. So some local lecturers prepared slides on their own and they upload their powerpoint slides to MDIS student intranet sites so that students can learn both UoB lectures and Local lecturer's which is good and laudable for their extra effort in teaching students. But you must be aware that the questions you answered in the exam are graded by UoB lecturers, i.e., function of the checkpoint in issuing degree to make sure that you are learning UoB curriculum not others, so that you can be awarded UoB certificate in the end. So if you are answering the questions from the knowledge you might have gained from other notes such as local lecturers, other institutes, you are more likely to encounter a situation where you get grade B where you could have achieved more. Local lecturer's note is for helping you understand the subject fully. But in the end what matters most is UoB lectures. So who is to blame? That's the nature of learning in distance --and inevitable.
Looking at the content of the UoB curriculum, objectively stated, they are comprehensive and extensive. They will teach you from molecular level to where you are writing your dissertation. How genes are regulated, why genes are expressed at certain times in developmental stage, what kind of hormones or proteins play a major role in metabolic syndromes, how genes are transfected into bacteria,... how to write your articles, avoid copying and writing other people's work as if they are yours i.e., plagiarism. It seems quite fantastic after reading all of this. But in reality, because of the way lectures are taught and laboratory works are done 2 or 3 days a week, students are predisposed to forget what they have done in the last experiment. By the time they are in the lab, they followed the instruction without absorbing the rationale behind the experiment. Next day they look at the result and compare with other groups, the effort of which only turns out to be meeting the submission deadline for their papers. The usual outcome is students learnt nothing but occasional bout of complaint that MDIS sucks which (no comment) is left to you to judge yourself.
The laboratories in MDIS are not the state-of-the-art ---which is justifiable though. Privately run institute would have required more contributors to buy and cram all the sophisticated equipment into the labs.
The yearly shrinking number of students counts for such reasons that some are not interested in life sciences at all, some find it unfit to their liking, some find it not their call, some could not follow the lecture. There is double-edged sword when you say Hons in the degree certificate. As the degree you're toying with the idea of pursuing comes with Honour, you must strive to get at least 2nd upper. Otherwise, just an ordinary pass degree from degree with hons would show your knowledge on life sciences even before you go for an interview, of course, the interview for health science post.
For canteen, I don't think food sold in all local universities canteens are fantastically delicious.
My two cent share
