Your Guide to Postgraduate Research in the Medical School

2017 - 2018 Keep on your desk and refer to at all times

October 2017 The Medical School.

WELCOME TO THE MEDICAL SCHOOL

May we take this opportunity of welcoming you to the University of Sheffield and in particular to the Medical School in the Faculty of Medicine, Dentistry and Health. This is the beginning of what we hope will be an exciting and successful career and our aim is to help you to access the many and varied activities which are available to you.

We would like you to take a little time to read through this Handbook, which contains information that you should find helpful now, and during the course of your studies. The handbook is divided into 6 sections.

Section 1 briefly provides a brief introduction to the departments in the Medical School, the staff involved in supporting you through your postgraduate research programme, and the various Medical School and Faculty committees that oversee postgraduate research provision. In section 2, you will find useful information required to start your studies. You are strongly advised to read through this and pay particular attention to the forms which need to be authorised and returned immediately.

Section 3 contains information relating to the ongoing progress monitoring requirements, the confirmation review that will take place at the end of year 1, the thesis plan that you will be expected to submit at the end of your second year and some information that you will need to bear in mind when you are planning your thesis write up.

You will find information about the Doctoral Development Programme (DDP) in Section 4, including details of the DDP modules that you are required to complete during your first year. Section 5 explains the procedures that you should follow when you wish to take some holiday or if you are absent due to sickness. Finally, section 6 contains some other more general information that you will find useful to read.

For further information for current postgraduates in the School please visit: www.shef.ac.uk/medicine/current/postgraduates

Once again, welcome to Sheffield and we hope you will enjoy your studies with us.

1 The Medical School. CONTENTS

Assistance with any of the information below should be provided by your Supervisor/Tutor.

1. Organisation of PGR Provision (Pages 1 - 13 Departments Year Tutoring Team & Support Staff Supervisory Team Graduate Research Committees Medical School Postgraduate Society (MPGS)

2. Important Information & Forms* to be completed within Month 1 (Pages 14-21) Health and Safety Display Screen Equipment and Research Governance Ucard information Computing Information Postgraduate Research Student Care Policy

3. Forms to be completed within your first month: (Pages 22-27) Statement of Probity* Statement of Intent* Project Registration* Data Management Plan* Progress and Attendance Compliance Agreement*

4. Student Monitoring Information (Pages 28-32) Student Monitoring Information Supervisory Meeting Report Personal Tutoring Report Writing up Report 2nd Year Thesis Plan

5. Research Training & Sheffield Doctoral Development Programme (DDP) (Pages 33-44) Doctoral Development Programme, ePortfolio, RDF-TNA & PebblePAD Getting Started in Research Example Development Opportunities for PhD Students Postgraduate Induction Course (PIC) DDP Requirements in the Medical School DDP Modules offered by the Medical School

6. Sickness and Annual Leave Reporting (Pages 45-52) Sickness & Annual Leave Procedure Personal Sickness/Self Certification Form Holiday Form Leave of Absence

7. Other Useful Information (Pages5 3-62) Guide for PhD Students (Tips for Succeeding in your Doctorate) Campus Map SSID - Student Services Information Desk DDSS - Disability & Dyslexia Support Service Counselling Service Careers Service

2 1. Organisation of PGR Provision

o Departments o Year Tutoring Team & Support Staff o Supervisory Team o Graduate Research Committees o Medical School Postgraduate Society (MPGS)

3 The Medical School.

Departments The Medical School is composed of five Faculty departments and the Academic Unit of Medical Education (AUME).

Infection, Immunity & Cardiovascular Disease (IICD)

The recently merged department is led by Professor Sheila Francis and comprises a number of research themes working together to understand how immunity can be harnessed to modulate disease. Currently, the research groupings are Cardiovascular Biomechanics including MR imaging and in silico modelling, Inflammatory Mechanisms, Thrombosis & Haemostasis, Respiratory Medicine, Infectious Diseases, Renal Medicine, Rheumatology and Dermatology. The department is based within the Medical School and the Royal Hallamshire Hospital.

Oncology & Metabolism

The recently merged department is led by Professor Tim Skerry and provides a dynamic and exciting research environment with an internationally important portfolio of basic, clinical and translational cancer research that encompasses the life course. We have specialists in conception and reproduction, through childhood and adolescence, and into old age. With access to world class facilities, our researchers study human processes from the level of basic biology through to diseases. Our major areas of research are in the fields of Musculoskeletal Research, Reproductive Medicine, Endocrinology and Diabetes, genome stability, the cell cycle and signal transduction, tumour vascularisation and microenvironment and bone oncology. We have major research programmes in breast, urological and haematological oncology.

Neuroscience The Department of Neuroscience comprises multidisciplinary groups from the units of Neurology, Neuropathology and Psychiatry working in both basic and clinical neuroscience. Clinical and non- clinical researchers combine to investigate the pathogenesis of neurodegenerative disease and major psychoses, with the goal of translating novel insights into new therapeutic approaches.

Academic Unit of Medical Education As an Academic Unit in the Faculty of Medicine at the University of Sheffield, Medical Education is a significant university-based concentration of medical education resources and one of the most important in the UK.

4 University of Sheffield The Medical School Graduate Research Team

Year Tutor Teams and Support Staff for the 2017-18 Academic Year:

Year 1 Tutor Dr Chryso Kanthou: [email protected]

Deputy Year 1 Tutor Dr Aymen Idris: [email protected]

Further Members of the Graduate Research Team

Faculty PGR Lead for Professor Martina Daly [email protected] Postgraduate Research Programmes

Chair of the Medical Professor Alison Gartland [email protected] School Graduate Research Committee (SGRC)

IICD Dr Mark Thomas: [email protected] PGR Lead 1

IICD - PGR Lead 1 (Deputy) Dr Lynne Prince: [email protected] Deputy Chair SGRC

IICD Dr Victoria Ridger: [email protected] PGR Lead 2

IICD Dr Andrew Narracott: [email protected] PGR Lead 2 (Deputy)

5 University of Sheffield The Medical School Graduate Research Team

Oncology & Metabolism Dr Mark Fenwick: [email protected] PGR Lead 1

Oncology and Metabolism Dr Munitta Muthana: [email protected] PGR Lead 2

Neuroscience PGR Lead Dr Andy Grierson: [email protected]

AUPMC PGR Lead Dr Jon Dickson : [email protected]

Medical Education Dr Denise Bee : [email protected] PGR Lead

Year 2 Tutor Dr Jon Wood : [email protected]

Deputy Year 2 Tutor Dr Lynne Prince: [email protected]

Year 3 Tutor Dr Victoria Ridger: [email protected]:

Deputy Year 3 Tutor Dr Julie Simpson: [email protected]

6 University of Sheffield The Medical School Graduate Research Team

Dr Lynda Wyld: [email protected] MD Contact

Unfair Means Officer & Dr Helen Marriott [email protected] Staff Student Liaison

Medical School PGR Admin Hub The following members of staff are here to support you.

School PGR Administrator Jodie Burnham Team Leader [email protected] Responsible for all administration of the Graduate Research Committee, student recruitment & scheduling of DDP modules.

PGR Programme Administrator: Louise Goss: [email protected] Induction & Student Experience First point of contact for all registered PGR students. Includes induction, time limit checking, thesis plans.

PGR Programme Administrator: Carol Fidler: [email protected] Student Attendance & Progress Responsible for the monitoring of registered PGR students. Includes Monitoring administration of MED6950 & MED6960, FCM6100, Confirmation Reviews & Student Attendance Monitoring.

PGR Admissions Administrator Paula Blackwell: [email protected] Disability Liaison Officer First point of contact for pre-registered PhD/MD students.

7 Your Supervisory Team Personal Tutor Primary Supervisor Your personal tutor is somebody who is not directly concerned with your research, but Your primary supervisor is responsible for the day to day supervision of your research. does have some understanding of the area. Their role is mainly to provide pastoral care They will provide guidance on the nature of the research project and the standard and to be someone independent with whom you can discuss, in confidence, non‐technical expected, the planning and timing of the successive stages of the research project, issues relating to your project or your supervision, or other personal problems that might literature and sources, research methods and techniques. They will also guide you as impact upon your experience as a student. You may also wish to discuss your training to appropriate courses to attend to meet your training needs and offer guidance and needs with your personal tutor. You must meet twice annually with your personal tutor, advice on the preparation of your thesis. In addition to the informal chats and lab or once in each semester, and a record of the meetings should be made using the personal team meetings that you will have with your supervisor, you are required to have at tutoring meeting form which should be returned to the PGR Secretary after the meeting. least nine formal, documented meetings with your supervisor(s) per annum, solely You are expected to contact your personal tutor to arrange these meetings. Some focussing on your progress. You will receive reminders about these meetings but will students may be assigned a personal tutoring team comprising an academic member of be expected to arrange them yourself. The aim of these meetings will be to discuss staff and a senior postdoctoral researcher. In such cases, students will be expected to your progress, the problems you have faced and the objectives to be reached before meet twice annually with both members of their personal tutoring team. Students should the next meeting. A record of the meeting should be made using the supervisory feel free to meet with their personal tutors at other times if required. meeting form, which should be returned to the PGR Secretary after the meeting.

Second Supervisor PGR Tutors All students will have a second supervisor, and in some cases a third You will be assigned to a team of two PGR Tutors who will be your first point of supervisor may also be appointed. The role of the second supervisor contact for any queries you may have relating to your doctoral development and their input into the day to day supervision will vary from one programme and who, usually, remain with you throughout the course of your student to another. However, in all cases, the second supervisor will act research programme. Your PGR tutors will be responsible for delivering the two as the monitor of the student’s training plan and will be responsible for research training modules that all PGR students are expected to complete in their commenting on their training progress and for formally approving their first year. These are the generic research training modules MED6950 –Literature portfolio as part of the transfer process. The second supervisor will also Review and MED6960 – Techniques, Safety and Report. They will also organise the comment on the student’s personal development plan during formal annual research presentation meetings, where you are expected to present a supervisory meetings as part of the annual progress report. While the summary of your research over the previous year. Your PGR Tutors will also highlight primary supervisor will be closely involved with the development of a any issues relating to progress with your research, particularly during your first year. student’s training plan, it is the second supervisor who will hold primary You are encouraged to approach your PGR Tutors for advice if you have any responsibility for monitoring its implementation. You are required to difficulties that you feel unable to raise with your supervisors or personal tutor. meet with both supervisors at least 6 times annually.

The Chair of the School Graduate Research Committee (SGRC) is Departmental PGR Lead responsible for overseeing the procedures for monitoring the progress Each of the departments in the Medical School has a PGR Lead. The PGR Lead is responsible for and supervision of all PGR students. They also work with the assigning your personal tutor and approving all paperwork relating to your candidature. They are also Departmental PGR Leads and with the Heads of Department to deal responsible for approving the appointment of examiners at the stage when you are expected to with issues relating to lack of progress that arise at the time of transfer registration from MPhil to MD, or PhD and they will approve the selection of examiners for transfer, and other times during the course of the research degree your finished MD or PhD thesis. The PGR Leads will also deal with any issues that arise relating to your programme and provide cover for the PGR Leads when they are not progress at the time of transfer of registration or at other times during the course of your research available. The Chair of the SGRC also deals with issues relating to fees, programme. In some cases, your departmental PGR Lead may also act as a PGR Tutor. Each PGR Lead and staff candidate applications. also represents their department on the Medical School and Faculty Graduate Research Committees. 8 PGR Student Staff Student Liaison Supervisory team Committee Committee PGR Student Supervisors Representative

Departmental School Graduate Faculty Graduate PGR Tutors PGR Lead Research Committee Research Committee Student Personal Faculty Director of tutor Head of Research and Department Innovation

Organisation of PGR Provision

9 THE GRADUATE RESEARCH COMMITTEES

Issues relating to the development, monitoring and assessment of postgraduate research (PGR) students are dealt with by the Medical School Graduate Research Committee and the Faculty Graduate School Committee. The PGR students are represented on each of these committees. In addition, the Medical School Postgraduate Society (MPGS) and the Staff Student Liaison Committee provide a forum for students to discuss issues relating to the PGR experience. The roles and responsibilities of each of these committees are outlined further below.

The School Graduate Research Committee

The remit of the School Graduate Research Committee (SGRC) is to develop, administer and monitor the assessment of graduate research student progress in the Medical School. The Committee meets regularly to discuss ongoing matters and changes to procedure. Problems are discussed and recommendations for action are made as appropriate. Your PGR tutors and PGR Leads attend the SGRC meetings.

The Faculty Graduate School Committee

The SGRC Chair and the PGR Leads from the Medical School also attend meetings of the Faculty Graduate School Committee which considers matters relating to PGR degree programmes and research training within the Faculty of Medicine, Dentistry and Health. It also considers matters relating to PGR student progress, supervision and support and advises the Faculty Research and Innovation Committee accordingly.

The Medical Postgraduate Society

Having at least one PGR student representative from each of the Departments in the Medical School, the PGR Student Committee meets regularly to discuss issues relating to the postgraduate student experience in the Medical School, which may then be raised for discussion at the Staff-Student Liaison Committee. Representatives from the PGR Student Committee are also responsible for representing the students at meetings of the School and Faculty Graduate Research Committees. The Student Committee sets the primary agenda for meetings of the Staff-Student Liaison Committee and is responsible for feeding back the outcomes of meetings with academic staff. The Committee also runs a Facebook-led forum for interaction between PGR students in the School and organises regular social events for the student body. The student reps are there to make PhD life a little easier and should also be considered a resource if you have any social or pastoral issues arising during the course of your studies.

Staff Student Liaison Committee

At regular intervals the Medical Postgraduate Society meets with a small number of academic members of the SGRC and the PGR Administrator to form the Staff Student Liaison Committee. Here students can raise any issues arising from Medical Postgraduate Society meetings, or highlighted by the student reps, directly with academics with the aim of improving the student experience in the Medical School. Issues are either discussed, and resolved, or the SSLC takes issues forward to be addressed at SGRC.

10 Faculty of Medicine, Dentistry & Health Plagiarism Policy Document for Postgraduate Research (PGR)

The Faculty of Medicine, Dentistry & Health is committed to training PGR students to the highest standards and in line with skills and attributes as identified in the Researcher Development Framework (for more information see http://www.vitae.ac.uk/researchers/1218/Postgraduate-researchers.html). The ability to produce a piece of academic work (for assessment or publication) without the use of unfair means is one of the ways in which students can demonstrate that they have acquired and applied these skills and it encompasses all 4 domains of the Framework. Any use of unfair means in this process is dishonest and means that the student cannot demonstrate that they have acquired these skills.

The University of Sheffield defines unfair means as follows: “The basic principle underlying the preparation of any piece of academic work is that the work submitted must be your own work. Plagiarism, submitting bought or commissioned work, double submission (or self plagiarism), collusion, facilitating the use of unfair means and fabrication of results are not allowed because they violate this principle. Rules about these forms of cheating apply to all assessed and non-assessed work.

Plagiarism (either intentional or unintentional) is the stealing of ideas or work of another person (including experts and fellow or former students) and is considered dishonest and unprofessional. Plagiarism may take the form of cutting and pasting, taking or closely paraphrasing ideas, passages, sections, sentences, paragraphs, drawings, graphs and other graphical material from books, articles, internet sites or any other source and submitting them for assessment without appropriate acknowledgement.”

(For more information about other forms of unfair means and further advice to students please see http://www.shef.ac.uk/polopoly_fs/1.40934!/file/student_guidance_on_unfair_means.pdf )

In order to help PGR students acquire the appropriate academic skills when producing their written work and to avoid unintentional plagiarism we have developed the following Policy:

Training and Detection 1) All students in MDH will receive compulsory training as to what constitutes plagiarism as part of the Postgraduate Induction Course (PIC). A copy of the policy will be included in the Induction pack provided to new students so that they are aware of the Faculty Plagiarism Policy and its guidelines.

2) All Supervisors will be made aware of the Faculty Plagiarism Policy.

3) Students will be advised to avail of the opportunity to self-submit key pieces of work (i.e. literature review, transfer report, final thesis) once to Turnitin, or an equivalent software in draft form without records being created so that they can decide for themselves whether they have plagiarised in their work based on the Turnitin report and the Faculty Policy guidelines.

4) All final submitted documents will be submitted to Turnitin by the PGR Programme Administrator prior to release for marking. The technical plagiarism highlighted/statistics generated by Turnitin will be used as an indicator rather than a definitive test to define whether plagiarism has occurred or not, and will not be used to steer actions. Subsequent analysis of the report and the piece of work by the PGR Tutors and Unfair Means Officer will determine whether a case of potential plagiarism needs to be investigated.

5) The following will be exempt from charges of plagiarism:

11 Sections of Materials and Methods descriptions where strings of reagents/materials are listed.

In Methods sections, where protocols are reproduced verbatim from another source,

which may or may not be previously published, the sections should be prefaced with the statement: ‘The following method was taken from …….. (reference).’ These statements will be scrutinized to ensure attribution has been adequately made.

Statements of fact such as ‘disease x is the 2nd leading cause of death in the UK’ will not be subject to plagiarism charges provided they do not constitute more than 10% of the entire document as identified by Turnitin and are properly referenced.

6) The main use of Turnitin will be to identify plagiarism of ideas: regions of similarity in text will be scrutinized for content to determine whether ideas have been taken from published work and presented as the student’s own.

7) The ownership of work cited as one’s own and therefore not subject to plagiarism assessment in respect of new submissions will have to be justified by students to the Head of Department. This may arise in the case of multiple authored published work being used by a single author (i.e. a student) as a direct source for a submitted piece of work. The judgment as to the contribution made by a student in this situation will be made by the Head of Department and the document would then carry a statement verifying that the Department was happy that the uses made of previously published documents were commensurate with the contributions made by the student to those works.

Procedure when Use of Unfair Means is suspected If there are concerns that a submitted piece of work may have been prepared using unfair means based on the above criteria and after thorough scrutiny of the document against sources highlighted by the Turnitin report, assessment of the piece of work will be delayed. The student will be informed of the concerns and invited to an informal meeting with a members of the SGRC (PGR Tutor, Unfair Means Officer and PGR Programme Administrator) to discuss the piece of work. The student may be accompanied by their Personal Tutor, or a friend if they wish, for moral support only. The aim of the meeting will be to discuss the work and decide on whether plagiarism has occurred or not. The tone of the meeting will be educational and non-punitive.

At the end of the meeting a decision will be made between the student and members of the SGRC on whether plagiarism has occurred or not.

If it is agreed that i. plagiarism has not occurred: the meeting will be recorded only and the piece of work will be released for assessment. ii. plagiarism has occurred: the meeting will be recorded and a formal warning issued to the student. The student will also be expected to resubmit the piece of work, free from plagiarism, in a timely fashion. OR iii. If no agreement is reached, the student will be issued with a formal warning and the failure to reach an agreement is recorded. The student will also be expected to resubmit the work, free from plagiarism, in a timely fashion.

The student’s supervisors will also be informed of the outcome of the meeting.

12 If the outcome of the meeting is option ii or iii above: In addition to discussing what plagiarism is during the meeting with the Unfair Means Officer and the PGR Tutor, the student will be advised to discuss any concerns they may have about plagiarism with their supervisors, PGR Tutors or Personal Tutor. In addition, the student will be expected to undergo remedial training. This could comprise one or more of the following: Attendance at the plagiarism awareness session delivered as part of the PIC; Completion of the online plagiarism awareness module offered in Information Skills Resource.

The student should record in PebblePad the training they do as well as a reflective entry on how they view their submission/Turnitin report in light of their new training.

In addition, students will be advised in writing that if they do not admit using unfair means and/or do not accept the Faculty’s action, they may submit an academic appeal to The Student Conduct and Appeals Office within 14 working days of the date of the letter confirming the action to be taken. This course of action does have serious implications to the student eg that if referred to a Discipline Committee, a higher penalty could be imposed.

If a student is suspected of plagiarism a second time If a student has received a formal warning as a result of the meeting above, and then submits a piece of work which raises concerns about plagiarism again, they will be informed of the concerns and invited to attend for a meeting as above. In this second meeting, the PGR Lead will attend along with the Unfair Means Officer. Where the outcome of the discussion is that plagiarism is judged to have occurred on a second occasion, this will trigger disciplinary action via central University and Student Services.

The Faculty’s general approach to this Policy is one of education, but with a firm stance of non-tolerance for the use of unfair means and repeat offenders once the issues have been fully explained to students in feedback sessions. The emphasis is on the best interest of the PGR student experience in the Faculty, avoiding students pointlessly rewriting documents to avoid plagiarism charges and at the same time providing information concerning the real dangers in this area.

Useful sources

Tutorial on Plagiarism awareness in Information Skills Resource (University login required): https://librarydevelopment.group.shef.ac.uk/shef-only/info_skills/plagiarism.html

Plagiarism quiz http://librarydevelopment.group.shef.ac.uk/showcase/quizzes/mc_plag_quiz.html

Citing in a literature review http://librarydevelopment.group.shef.ac.uk/shef-only/research/lit_review.html

13 2. Important Information

o Health and Safety o Display Screen Equipment & Research Governance o Ucard information o Computing Information o Postgraduate Research Student Care Policy o Medical School Plagiarism Policy o Medical School Copyright Policy

14 Health and Safety

The Medical School Management Committee (SMC) is committed to safeguarding the health, safety and welfare at work of all its staff and students. We consider safety an essential component of all activities within the School. The SMC is responsible for ratifying policy on safety matters, acting on advice from the Health & Safety Committee, which is also charged with implementing this policy. We regard legally required levels of practice as being the minimum acceptable. We believe that the measures contained within the School manual have already led to a safer working environment for all. The policy will be continually reviewed and developed as we strive for progressively higher standards of health and safety in the School. Please see the Medical School’s Health and Safety webpages for further information http://www.sheffield.ac.uk/medicine/staff-info/healthandsafety

The Medical School Health and Safety Manual is available to download http://www.sheffield.ac.uk/polopoly_fs/1.336684!/file/Manual2013.pdf

The following people are responsible for the day-to-day management of Health & Safety in the Medical School. You should contact the appropriate person (below), who will introduce you to the mechanisms in place in your department to promote a safe working environment.

Remember IF IN DOUBT – ASK!

IICD Dr Mark Ariaans, Lead Resource Technician M Floor, [email protected], Ext: 68969

IICD Mrs Yvonne Stephenson, Lead Development Technician L Floor, [email protected], Ext: 13696

Oncology & Metabolism Mrs Susan Smith, Lead Technician D Floor, [email protected], Ext: 13337

Neuroscience Ms Anne Gregory, Lead Technician SITraN, [email protected], Ext: 22270

15 Extract from the University Health & Safety Code of Practice

Postgraduate Students shall ensure that they conduct their duties in a safe manner, in accordance with the University Health and Safety Code of Practice and any specific Codes of Practice relating to their particular activities and all relevant safety legislation and guidance.

In addition they shall:

 Ensure that before commencing any experimental research work, health and safety requirements and precautions and any special hazards are discussed with their supervisors  Ensure that their supervisor checks and countersigns CoSHH and other risk assessments prior to commencing practical work;  Unless specifically authorised to do so, not attempt to repair or modify any electrical equipment or other apparatus belonging to the department.  Not to interfere with or misuse, intentionally or recklessly, anything provided in the interests of health, safety or welfare.  Complete all mandatory safety training

Induction Checklist for New Students As part of your induction into your Department you will be made aware of the following;

 General lab safety / Safety manual http://www.sheffield.ac.uk/polopoly_fs/1.336684!/file/Manual2013.pdf

 Fire exits, call points & evacuation procedure - see lead technician  Out of hours training & fire lectures  Accident / Incident reporting & location of accident report book  First Aid boxes  Safety Services website http://shef.ac.uk/safety/  Health & Safety Induction training accessed on line from http://shef.ac.uk/safety/  COSHH forms (mandatory) – locate, read, understand and sign all appropriate forms before starting procedure  SOP’s / risk assessments http://www.shef.ac.uk/medicine/staff-info/h&s  Lab coats, gloves & other personal protective equipment – when and where it is worn  Waste disposal training (mandatory) https://www.waste.shef.ac.uk/  Oxygen depletion monitors  Equipment training & safety  Hepatitis B immunisation if applicable http://www.shef.ac.uk/health/information/charges  UV safety awareness http://safety.dept.shef.ac.uk/ir/uvsafety.pdf  Genetic Modification – must be approved and personnel trained before starting work  Radioisotope work – must undergo training before starting work  Biological services – must hold a home office licence before starting work

Name of worker…………………… Inducted by…………………….. Signature…………………………… Signature………………………… Date…………………………………. Date………………………………..

16 Safety Services

Use of Display Screen Equipment No matter how good your typing skills (or lack of them), you can suffer serious ill effects if you use display screen equipment without a few sensible precautions.

1. Make sure that your equipment is properly adjusted

 Ensure that your lower back is well-supported by adjusting the seat back height  Adjust your chair seat height so that your forearms are level when using the keyboard  Make sure that the leading edge of the keyboard is at least 8-10 cm away from the edge of the desk  If you use a mouse, have it far enough away from the edge of the desk so that your wrist is supported whilst you use it. If you can learn to use the mouse with either hand, so much the better.

2. Do not have your screen positioned in such a way that there is glare from the windows or room lights.

3. Maintain good posture - do not lean to one side or the other.

4. Take regular breaks away from display screen work. The experts recommend that you should take at least 10 minutes off every hour.

Most departments will have a Display Screen Trainer and/or Assessor who will be able to offer you specific advice if you use a display screen on a regular basis. https://hs.shef.ac.uk/subject_areas/display-screen-equipment-dse

More information on working with DSE's can be found at the Health and Safety Executive Web site.

______

Research Governance and Research requiring a Home Office Licence

Research governance is a process that applies to all ‘health care’ research in the UK, and ensures that research involving patients, data or human tissue is scientifically sound, properly financed and ethically approved. If you think your project requires research governance approval, speak to your supervisor. If it has already been granted approval, ask to see the protocol and approval letter. If an application is required, contact [email protected] for advice. Further information is also available on the University and Medical School webpages.

All procedures with living animals are regulated under a UK Act of Parliament and must be covered by a Home Office Project Licence. To work under the project licence, you will require a personal Home Office licence, which will not be issued until you have completed formal training courses and the appropriate written and practical tests. Your supervisor will advise you whether this is necessary for your project.

17 All students must have a Ucard

UCard issuing points are at: Student Services Information Desk University Computing Centre Level 4, Students Union Building 8-20 Hounsfield Road Western Bank Sheffield Sheffield S3 7RF S10 2TG

Telephone: (0114) 222 1299 Telephone: (0114) 222 3055

Opening Times 9:00am to 5:00pm Opening Times 9:00am to 5:00pm

About your UCard

All students must have a UCard. You should carry it with you at all times

Your new Ucard has many uses:

 Proof of your identity for all University services  Union of Students membership card.  Library card.  Electronic key to gain access to some buildings.  Pre-pay photocopying and printing card.  Proof of your identity for examinations.  Proof of your identity when collecting cheques/payments.  Join USport/S10 Health

Obtaining your UCard

If you have returned your application form and photograph before arrival, your Ucard should be ready for you to collect at Registration.

If you are unable to attend your Registration event you will be able to obtain your card from SSiD or CiCS once you have registered. You will be required to show your Registration Statement and some form of personal ID

Remember that we cannot issue your Ucard unless you are fully registered as a student. It is therefore important that your return your registration documents and Ucard application form at least two weeks before the start of your course.

18 What to do if you lose your UCard

 Notify the Student Services Information Desk (SSiD) immediately, located on level 4 of the Student’s Union Building.  Check with the Union Reception in case it has been handed in there.  If you left your UCard in an exam contact Registry Services (Edgar Allen House, 241 Glossop Road, Sheffield, S10 2TG).

If your lost UCard is handed in to SSiD we will email you notification to collect it.

If you lose your card during Intro Week, you will not be able to get a replacement until the following week, so look after it carefully. What to do if you find a UCard

If you find a UCard you should take it immediately to SSiD or the Computing Centre. What to do if your UCard is Stolen

If you suspect your UCard has been stolen, it is very important to notify the Student Services Information Desk (SSiD) immediately. If your card is stolen with other property, (wallet etc), you will not be charged for a replacement, but you must report the theft to the Police and bring a letter issued by the Police detailing your Police Crime number when you collect your replacement UCard. Replacement Ucards

SSiD will issue a new UCard for a replacement fee of £5.00. The following exceptions may apply:

 The card has been stolen and a Crime Reference Number can be provided (this must be on paper with a Police Force letterhead)  The card is over 2 years old and is worn or damaged through reasonable wear and tear  The card is faulty or badly printed  The cardholder's appearance has altered significantly  The cardholder changes department  The cardholder's name changes  The cardholder's dates of study change

Please note: once a new Ucard has been issued, we cannot reactivate any previous cards.

SSiD does not issue Staff or External Ucards.

Please note: free card holders are available from SSiD for Medical students ONLY. This does not include Nursing and Midwifery students

19 The Medical School.

Corporate Information & Computing Services (CiCS) Network accounts

To access University computer services, you will need a username and password to log into the network. Registering for your account

New students will receive their account details when they register at the University. If you are unable to attend your Registration event you will be able to obtain your account details from CiCs once you have registered. You will be required to show your Ucard.

If you don't have a UCard you'll need to bring your registration statement to get your UCard and computer account.

STAFF CANDIDATES Please be aware that you will have both a staff and student email account. See http://www.sheffield.ac.uk/cics/email/transfer and https://support.google.com/mail/answer/10957?hl=en on how to link two accounts. If you do not link accounts, you must ensure you check both accounts on a regular basis Student Computer Rooms - Sites There are over 1600 fast computer rooms around campus. http://www.shef.ac.uk/cics/computers/sites

Student Computer Rooms Information Commons Arts Tower - 48 PCs The IC - 500 PCs Bartolomé House - 52 PCs Crookesmoor IC in The Diamond - 500 PCs Building C26 - 41 PCs Dainton Building G4 - 27 PCs Libraries Elmfield - 40 PCs Western Bank Library - 69 PCs Firth Court - 40 PCs Royal Hallamshire Health Sciences Library - 31 PCs Geography and Planning - 40 PCs Northern General Hospital Library - 18 PCs Hicks Building - 87 PCs 9 Mappin Street - 20 PCs At the Residences Pam Liversidge Building - 40 PCs Stephenson Hall - 19 PCs Perak - 91 PCs Portobello Centre - 40 PCs Map of Computer Rooms Medical School Seminar Room 10 - 31 Campus Map (PDF) PCs Sir Frederick Mappin Building - 242 Wireless Location Map PCs Sir Robert Hadfield Building - 36 PCs

Access to Printing Facilities

You will have access to printing facilities within your department. Please see your Departmental Print Champion. For further information on the University print services see: http://www.sheffield.ac.uk/cics/printing

20 Research & Innovation Services.

Postgraduate Research Student Care Policy

The University’s postgraduate research students are customers of Research & Innovation Services. We aim to meet their needs with efficiency, effectiveness, fairness and courtesy.

We aim to meet our customers’  Establishing high standards and regularly needs by: monitoring our performance.  Providing a wide range of advice and  Valuing the expertise of colleagues and support services to past, present and enabling them to develop their experience future postgraduate research students; and skills.  Listening to the changing needs of postgraduate research students and adapting our service accordingly, wherever We aim to be fair and courteous possible; by:  Maintaining and developing effective links  Treating all our customers justly and with with all areas of the University, the Union of respect and sensitivity, irrespective of race, Students, and external organisations and, colour, nationality, ethnic origin, age, where appropriate, referring our gender, sexual orientation, marital or customers to the relevant area. parental status, disability, political or religious belief, or socio-economic class.  Holding information securely and not We aim to offer a quality service releasing it to unauthorised persons. by:  Providing accurate and appropriate advice and support to our customers. In return:  Welcoming customer feedback on our  We expect our customers to treat us with service and suggestions for improvement courtesy and respect. and development.

21 3. Forms

The following forms are to be completed within Month 1 of your registration date

• Statement of Probity • Statement of Intent (to be completed by part-time students & staff candidates only) • Project Registration • Data Management Plan • Progress & Attendance (SAM) Compliance Agreement

Completed forms to be emailed to medicine- [email protected]

22 The Medical School.

Statement of Probity

Project Title: ………………………………………………………………………………………………………….…

………………………………..………………………………………………………………………………………………….

I confirm that I shall abide by the University of Sheffield’s regulations on plagiarism and that all written work produced shall be my own and will not have been PLAGIARISED from other paper-based or electronic sources.

Where used, material gathered from other sources will be clearly cited in the text.

Signature: ……………………………………………………………… Date: ……………………………..

Name: (Print): …………………………………………………………

Please return the completed form within 1 month of commencing your research degree to: Paula Blackwell, PGR Admissions Administrator, Room K126, Medical School Email: [email protected] STATEMENT OF INTENT

Part -Time Research Students and University Staff Candidates Applying to Study for Research Degrees

To be completed by part time students and staff candidates only.

Supervisor I have discussed with the applicant the specific requirements of part-time research students and university staff candidates for studying research degrees.

Name ………………………….… Signature ……………………………….. Date ……………………..…

Student I have been made aware of the demands of a research degree whilst studying in this non- full time mode. As the time-limits are up to twice those for full-time students, I understand that I have to work a minimum of half that of a full-time student (average 40h/week).

Name ……………………………… Signature ……………………………….. Date ………………….……

Line Manager I have discussed how the student’s mode of study should be organised so as not to impinge on their employment activities. I am supportive of their research study intentions but have made it clear that they may have to find the time to do their research outside normal working hours such as in the evenings, weekends and holidays.

Name ……………………………… Signature ……………………………….. Date ……………………….

Company name: ………......

Head of Department

Name ……………………………… Signature ……………………………….. Date …………………….…

PROJECT REGISTRATION FOR A RESEARCH DEGREE

Student’s details Name: Signature:

Correspondence address: Degree studying for C MPhil PhD MD DDSc PhD with Integrated Studies Registration number: Department:

C C C Date of entry: full time part time staff candidate h Project details Title of proposed project:

Does the research require human ethics Does the research require animal ethics approval? approval? C C C C Yes No Yes No h h h If yes, has this been If yes, has this been C C C C Applied for Granted Applied for Granted h h * h * * Please attach a copy of the Ethical Approval Letter * Please attach a copy of the Home Office Project Licence

Does the research require NHS Trust For office use Governance approval? C PaSS check C C h Yes No h h Does the research involve handling unfixed Does the Research involve direct contact with human tissue? patients in an NHS Trust? C C C C Yes No Yes No h h h h If yes, has the candidate had necessary If yes, has the candidate had C C Hepatitis B immunisation a heaf test for TB h h C C Hepatitis B seroconversion test test for antibodies to Rubella, measles & h h Required before work can commence mumps Please attach evidence (please attach evidence) Supervisory team details Primary Supervisor: Signature: Second Supervisor: Signature: Departmental PGR Lead: Signature:

Data Management Plan

Project Title: …………………………………………………………………………………………… ………………..…………………………………………………………………………..

I confirm that I agree to keep precise records of research conducted (whether "wet-lab" experiments, in silico or other research methods) in official University of Sheffield laboratory notebooks or approved electronic laboratory notebooks or by another approved method and to have them regularly signed off by my supervisor. I agree to keep data securely stored on approved hardware/cloud storage devices and to make it available for assessment.

I agree to hand over all data and records (lab books etc.) to my Supervisor on completion of the Research Degree programme.

Signature: ………………………………………….. Date: ……………………

Name (PRINT): …………………………………….

Please return the completed form within 1 month of commencing your research degree to:

Paula Blackwell, PGR Admissions Administrator, Room K126, Medical School

Email: [email protected] The Medical School.

Progress and Attendance Monitoring

As a student it is most important that you attend regularly all the scheduled sessions (e.g. supervisory meetings, DDP modules) that are listed in your timetable or that are communicated to you as the year proceeds. It is only by doing this that you will be able to engage with your research and progress effectively.

Meetings between research students and supervisor(s) to review progress should normally take place at least every four to six weeks and it is essential that formal records be made of these meetings. Students away from the University, e.g. on fieldwork, should agree special arrangements with their supervisory team for maintaining an appropriate level and form of contact whilst they are away from Sheffield.

For further information relating to the responsibilities of the student, the supervisor and your Department in terms of supervision, please refer to the Code of Practice for Research Degree Programmes 2012-2013 available to download from http://www.shef.ac.uk/ris/pgr/code

All students will receive regular email reminders to meet with their supervisor(s) and personal tutor but will be expected to arrange the meetings themselves.

Agreement to Comply with the Medical School Progress and Attendance Monitoring Scheme

Student

I, [name of student], agree to attend formal meetings every four to six weeks with my supervisor(s), to discuss my progress, and to make formal records of these meetings. I will also meet with my personal tutor when requested to do so.

Signature: ……………………………………………………………….

Date: ……………………

Supervisor

We each agree to attend at least 6 formal meetings per annum with [name of student] to discuss his/her progress, and to make formal records of these meetings.

Supervisor Name: ……………………………………………………..

Signature: ……………………………..……………………………….

Date: ……………………

o Student Monitoring Information o Supervisory Meeting Report (via PebblePad) o Personal Tutoring Report o 2nd Year Thesis Plan (via Pebblepad) o Writing up Report (via PebblePad)

28 Monitoring of Research Student Attendance and Progress, and Milestones after Month 1

Introduction

Being a research student is a different experience to being a taught student, or even being in full time employment and for many students, the first time that they are expected to work independently is during their postgraduate research degree programme. For this reason, it is important that you discuss your expectations with your supervisor, and discuss their expectations of you, from the start. From time to time, difficulties can arise. These can be relatively minor and easily resolved, but occasionally you will require support from other members of the supervisory team, the Postgraduate research tutors, or other members of staff in the Department or elsewhere in the University. The main thing to remember is to ask questions and ask for support when you need it. Never feel like you are on your own.

Over the course of your research programme, your attendance and progress towards completion will be monitored at regular intervals using documented reports of meetings with your supervisors and your personal tutor. You will also be expected to give an oral or poster presentation about your work each year which will be assessed by an academic panel. Your progress will also be assessed at the end of year 1, when you will be required to participate in the confirmation review process, and at the end of year 2 when you will be required to submit a thesis plan.

Further information about the above progress monitoring, and assessment milestones is presented below and in the following pages.

Student attendance and progress monitoring

As a postgraduate research student, it is most important that you work steadily to achieve the goals of your work. In order to identify any problems relating to your supervision or progress at an early stage, in sufficient time to allow appropriate support to be offered, the attendance of all postgraduate research students will be monitored at a minimum of 12 compulsory interactions throughout the year. All students are obliged to adhere to University guidelines with regard to monitoring.

1. Supervisory Meeting Reports (SMR)

The importance of having regular meetings with your Supervisor(s) to discuss your progress cannot be over emphasised. You are required to have at least 9 documented meetings with your supervisor per annum and at least 6 of these meetings should be with both supervisors. These meetings should be spaced out evenly across the year, and the maximum time between meetings should not normally exceed 6 weeks. You will receive email reminders about these meetings, but it will be your responsibillity to contact your supervisor(s) to arrange the meeting. You and your supervisor should complete the superviosry meeting report form which is available to complete and submit in PebblePad. Writing up students should also complete the relevant form in PebblePad. Copies should be retained of any completed forms as a record of these meetings. If you are on holiday a holiday form will cover non -submission of a supervior meeting report form. If your supervisor is away please email: medicine- [email protected] to inform why you are unable to submit a form.

29 Use of these forms could be advantageous in student appeals and/or disputes.

2. Personal Tutor Reports

You will meet with your personal tutor in the first month of registration. Thereafter, you are required to meet at least twice per annum with your personal tutor. You will receive email reminders about these meetings, but it will be your responsibility to contact your personal tutor to arrange the meetings. The purpose of these meetings is to allow you to reflect, in confidence, on your work and progress, and other issues that may arise with someone not directly concerned with your research. It is not the role of the personal tutor to recommend a change in project direction to the student. In the unusual event of a significant problem being identified, the personal tutor will draw this to the attention of the supervisor, unless this is considered inappropriate in which case the PGR tutor or PGR Lead will be informed. Records of these meetings are required. In most cases completion of the tick boxes on the Personal Tutoring Report Form with comments, if appropriate, will be adequate. The completed form must be returned to: [email protected]

3. Annual Supervisor´s Progress Report

Your supervisors are required to complete an Annual Progress Report for Research and Innovation Services each year. This report should be completed in addition to the Supervisory Meeting Reports (see above), and you should retain a copy of the report.

Annual Presentations

You will be approached to give a talk or poster presentation on your PhD or MD work once per year. Students who commence in October will probably give their first talk in April. In year 1, talks are of 10 minute duration and students submit abstracts in advance. The talks are presented in a lecture theatre and presentations are assessed by an academic panel.

In year 2, students give a poster presentation of their work at the Annual Medical School Research Meeting. Students are expected to attend and give a brief summary of their posters to an academic panel, and to take questions on their work. All students will receive some feedback from the panel about their posters.

In year 3, students are required to give a 15 minute oral presentation. All presentations will be judged by an academic panel and prizes will be awarded to the students judged to have given the best oral presentations. The panel will assess student performance in terms of presentation skills, analysis of results, perception and understanding of the project and its direction and handling of questions. The programme for the 3rd year research presentation day will be circulated in advance to everyone in the School to encourage attendance on the day.

30 Confirmation Review

Towards the end of year 1 (or year 2 for part-time candidates), Doctoral researchers are required to undergo a Confirmation Review in order to confirm their registration as a doctoral student. The first year of the degree is considered a probationary year, pending successful completion of the Confirmation Review.

The Confirmation Review is intended to confirm whether or not the student and his/her research project have the potential for successful research at doctoral level.

The Confirmation Review is also intended to ensure that the student has made satisfactory progress on the DDP, including the compulsory modules and also in line with the student’s needs identified via the Training Needs Analysis.

Further details of the Confirmation Review process, including guidelines for the preparation of the mini-thesis, and details of the documents that should be submitted along with the mini-thesis are available on the Medical School’s PGR webpages at: http://www.sheffield.ac.uk/medicine/current/ postgraduates/procedure

2nd Year Thesis Plan

All full time PhD students are required to complete a 'Thesis Plan' form within 12 months of completing the confirmation review.

Part-time candidates should submit the form at the end of Year 4.

MD candidates are requested to complete and submit the thesis plan at the same time as their confirmation review. Students will be contacted by the PGR Administrators when the plan is due to be submitted, which will be due within a month of it being requested.

This form is designed to encourage students to consider how they are progressing towards completion, and prepare an outline plan for their thesis. The Thesis Plan form is to be completed via PebblePad within the "Evidencing the DDP workbook".

Completion and Submission of your PhD

The degree of PhD requires the presentation of a thesis and an oral examination. A candidate is required to satisfy the examiners that his or her thesis ‘is original work which forms an addition to knowledge; shows evidence of systematic study and of the ability to relate the results of such study to the general body of knowledge in the subject; and is worthy of publication either in full or in an abridged form’.

The normal period of registration for a full-time PhD is 3 years, and the maximum period of registration is 4 years. Students become liable for continuation fees if they go beyond their normal period of registration and require a further period of registration. The continuation fee is charged on a pro-rata basis starting from the end of the normal tuition fee paying period of registration until the submission of the thesis or the end of the registration period, whichever is earlier.

Continuation fees are collected at the start of the additional year of registration and adjusted accordingly if a student submits before the end of the 12 months. In order to encourage students to

31 submit their theses in good time, the continuation fee is waived within the first three months of the end of the tuition fee paying period if students submit within this period.

The continuation fee for 2017/2018 is £420.00

The normal period of registration for a part-time PhD is 6 years, and the maximum period of registration is 8 years. Part-time students are liable for continuation fees in the seventh year.

Ideally, a full-time PhD student will complete writing and submit their thesis within 3 years, and a part-time student within 6 years.

32 5. Research Training and the Doctoral Development Programme

• Doctoral Development Programme, e-portfoio, RDF-TNA & PebblePAD

• Getting Started in Research

• Example Development Opportunities for PhD Students

• Postgraduate Induction Course (PIC)

• DDP Requirements in the Medical School • DDP Modules offered by the Medical School

33 Doctoral Development Programme (DDP), ePortfolio & PebblePad

Important – please note

You are advised to read the following pages carefully as they contain important details about the training opportunities that are on offer within the Medical School, including a number of compulsory training modules.

This information should be read alongside the pages relating to the Doctoral Development Programme that are contained within the Code of Practice for Research Degree Programmes (2015-2016) which is available to download from http://www.shef.ac.uk/ris/pgr/code

What is the Doctoral Development Programme?

All postgraduate research students participate in the Doctoral Development Programme (DDP). This is a flexible, ongoing training plan that is an integral part of your research degree, and is tailored to your individual needs. It helps you progress through your research studies by identifying the skills you already have and providing opportunities to improve these and to acquire new skills and experience. The aim of the DDP is to provide you with a range of skills and competency-based training opportunities orientated both towards your specific study and towards future employment, equipping you with transferrable skills that will make you not only a successful researcher, but also able to easily assimilate skills that have wider utility, thus extending your employability to other professions. In particular, as an outcome of engaging with the DDP, during your research studies, you should possess advanced skills in inquiry, communication and organisation. You should also be able to reflect critically, and take a creative approach to issues in and beyond your field of research expertise.

The DDP is student-specific, designed to complement your individual research project and is carried out in agreement between you and your supervisory team. Your agreed training plan should reflect four skill areas, enabling you to:

 Acquire the necessary generic skills to become a high-level professional;  Undertake subject-specific advanced training;  Acquire subject-specific craft skills;  Experience broad scholarship and wider engagement within the University and the wider community of scholars.

The DDP is designed for all research programmes offered by the University, and is accessed by students on conventional 3 year programmes, 4 year programmes, as well as students on part-time programmes, and staff candidates. Remote location and joint location students are also expected to undertake skills training units that are available online at any time during their study, and will be able to access provision that is delivered at times when they attend the University.

Inherent in the DDP is an understanding that different students will have different backgrounds and different needs: a student who has just completed a first degree is likely to have a more limited skill set than, for example, one who has spent time working in industry before starting their research degree.

34 Training Needs Analysis

You will be expected to engage with the Researcher Development Framework-Training Needs Analysis (RDF-TNA) initially assessing your capabilities before your first supervisory meeting.

The RDF-TNA should form the basis for discussion during your meeting with your supervisors who will help you to decide what research training is most appropriate to help you develop throughout your time with us. Modifications will be made to it as necessary and an initial development plan agreed. Your RDF-TNA will be reviewed annually, so that as your skill level changes and your research develops you can tailor your further training accordingly. In the Medical School, your second supervisor is responsible for overseeing all aspects of your DDP throughout your postgraduate research programme.

The RDF-TNA is to be completed via PebblePad, and you will be provided with further information at the 2 training sessions during the Postgraduate Induction Course.

 Think Ahead: Starting with the End in Mind  Introduction to PebblePad

Further information relating to the RDF-TNA is available from the Graduate School PebblePad info page www.shef.ac.uk/faculty/medicine-dentistry-health/graduateschool/currentpg/pebblepad

Undertaking Training Modules

To achieve training, you can select modules or skills training units available within the University as well as accrue relevant experiences that are not formally taught or that are gained outside the University. Arrangement for attendance of any training module or skills unit will be your responsibility, even though their selection will be in consultation with your supervisors.

Within the Faculty of Medicine, Dentistry and Health the Postgraduate Induction Course (PIC) has been designed to introduce you to many of the generic skills that you are expected to gain during the course of your research degree. It is essential that you attend some elements of the PIC, and indeed you are strongly advised to consider attending the entire course. In addition, there are three DDP modules that are compulsory for all students in the Medical School to complete: MED6950 Research Training – Literature Review; MED6960 - Research Training; FCM6100 Research Ethics & Integrity You will find further information about the PIC, the compulsory DDP modules and other training modules offered by staff within the Medical School in the following pages.

You will need to ensure that you register for taught modules through Research and Innovation Services. The DDP modules/training information is outlined on the DDP portal (http://www.shef.ac.uk/ris/pgr/ddpportal/home), and you are expected to keep a record of all training in your e-Portfolio using PebblePAD.

We would also encourage you to avail of the wide range of training opportunities that are offered by the Faculty Think Ahead programme, which is a comprehensive blend of training workshops, career mentoring and carefully selected work-based opportunities. The Think Ahead programme aims to ensure that early career researchers like you, have a career

35 trajectory and access to tailored development activites. The programme is continually updated to reflect the current needs of researcher and the employers of researchers. You will find details of the Think Ahead programme including howt o go about registering for different training opportunities on the Faculty webpages.

Evidencing the DDP: RDF-TNA, ePortfolio and Pebblepad

Attendance and completion of training units will be recorded by module providers and submitted to Research and Innovation Services for inclusion in your record. Evidence that you have completed the compulsory DDP's, at a minimum, is required for your registration to be confirmed at the confirmation review stage. Evidence of development will be gained from the log of activity that you are expected to maintain in an e-Portfolio. The latter will be a reflective record of evidence of achievement that you could give to prospective employers. Students in the Faculty of Medicine, Dentistry * Health will use PebblePad, a web based platform specifically developed for higher education, to gather, reflect upon and produce evidence of training and development. Everything that is created in PebblePad can be kept private or be shared with others such as peers, supervisors, PGR Tutors or potential employers. The RDF-TNA and the supervisory meeting form are available for use in PebblePad. You will receive easy to follow written instructions for using PebblePad which will allow you to develop your e-Portfolio.

You are expected to take ownership of your development through the RDF-TNA from which your development plan is devised and the e-Portfolio which is a reflective record of evidence of achievement that can be given to prospective employers.

DP to the DDP team. Failure to submit this form could result in your award being withheld. For further information and the “DDP ePortfolio Summary” form please visit: http:// www.sheffield.ac.uk/ris/pgr/ddpportal/cont/ddpsummary

For further information relating to the DDP, training opportunities and development of your e-Portfolio we recommend you visit the following webpages:

• Code of Practice for Research Degree Programmes - www.shef.ac.uk/ris/pgr/code • DDP Portal - http://www.shef.ac.uk/ris/pgr/ddpportal/home • The Medical School PGR Webpages - www.shef.ac.uk/medicine/current/postgraduates • Faculty PebblePad Information - www.shef.ac.uk/faculty/medicine-dentistry- health/graduateschool/currentpg/pebblepad • E-Portfolio - www.shef.ac.uk/ris/pgr/ddpportal/eportfolio • Think Ahead - www.shef.ac.uk/faculty/medicine-dentistry-health/thinkahead/ta

36 You can use the RDF in whatever way works for you. The graphic with the division into domains and sub-domains gives a big picture overview, Focus through a lens which will help you appreciate all the different facets that make up a Now look overleaf and choose one ‘Getting started’ descriptor that you successful researcher. On closer study, the RDF provides a will devote special attention to every week or month for the first year of comprehensive framework to describe your attributes and skills. The your doctorate. You could do this at random or you can answer the detail in the phases of the descriptors give you the language to articulate suggested ‘starter questions’ on the RDF graphic overleaf. Your answers the skills you are developing and ideas on how to develop them even will depend on your academic and professional experience and the further. Working with the RDF will be an enjoyable journey of discovery requirements of your research project. that will guide you through your doctorate and beyond. Once you have chosen your descriptor, create an action plan for how The RDF can be used not only to help you plan for your long term career you are going to develop in that area. Remember that your objectives ambitions but also to make a feasible short term plan. need to be SMART (specific, measurable, achievable, realistic and time- bound). Regularly review and record your progress. You can subscribe Getting started You will find the RDF on the inside of this leaflet. For the purpose of this to the Vitae RDF Planner to record your achievements. publication we have focused on those areas of the RDF which are useful to explore in the first few months of your doctoral research. We call it Good luck and visit www.vitae.ac.uk/focus-on for more professional ‘a lens’ on the RDF. This particular lens highlights the knowledge, “The PhD is MY project and I am the driving force” development tips! behaviours and attributes required to start out in research and to begin developing as a researcher. Participant in the Vitae Effective Researcher programme

How to use the ‘Getting started Congratulations on starting your doctorate and embarking on the journey towards the highest level in research lens’ For further information about the RDF visit of degree that can be achieved! Starting a PhD can seem daunting, but taking a professional www.vitae.ac.uk/rdf You may wish to use this lens to: approach to your development from the start can help make the path smoother, and enable you to n consider the knowledge, behaviours and attributes essential to a be a more successful researcher in the long run. It will also enable you to use the experience successful start in doctoral research Find out more about lenses on the RDF at n select areas where you may need to develop in order to become an www.vitae.ac.uk/rdflenses effectively as a stepping stone to a range of careers. effective researcher n develop self-awareness by considering which areas you’re most To find out about the Vitae RDF Planner visit interested in www.vitae.ac.uk/rdfplanner n inform progress and professional development reviews with your The right mindset Know yourself supervisory team Find out about getting started in research at As a researcher you are already committed to enquiry through your In order to engage effectively with your career planning, it’s important to n start collecting evidence of the transferability of your knowledge, research. Professional development extends this process to your own expand your self-awareness. Knowing what you are good at and how to behaviours and attributes for your CV and job applications www.vitae.ac.uk/focus-on capabilities, understanding, aptitudes and ambitions. enhance your strengths to improve further will enable you to make more n prepare an action plan for developing your research and your career. including an interactive version of the Competition for posts and use of short-term contracts mean that informed choices about opportunities that come your way and allow you ‘Getting started in research lens’ with more researchers, along with other professionals, have to be flexible and to truly maximise your potential. You can improve your self-awareness by: information about the descriptors. adaptable about what they can do. Taking responsibility for your own n taking stock of your capabilities and expertise now, at the start of “I wish now that as a doctoral researcher I had professional development can help you to get the most of all, the your doctorate. This will help you appreciate what foundation you given more thought to what I was doing to build opportunities offered to you, whether in or outside academia already have and what to prioritise developing my career. I would encourage anyone undertaking n being aware and keeping track of the skills and competencies you a doctorate now to be proactive: think about what Developing as a researcher are gaining as you progress through your doctorate is really important to you.” n identifying skills you would like to develop and taking opportunities to During your research you will push the boundary of current knowledge, develop them Participant in the Vitae Effective Researcher programme gradually becoming an expert in your field. It’s important to recognise n understanding what you enjoy and don’t enjoy to help you choose the that through doing your research you will begin to develop a unique set most satisfying career path after you finish your doctorate. of high-level capabilities including: n the knowledge, abilities and techniques to do your research n the personal qualities and approach to be effective in your career How do I start planning my n the standards, requirements and professionalism of the research professional development? community Vitae asked leading academics what makes a successful researcher. n the skills you need to work with others and to contribute to the wider Their answers informed the Vitae Researcher Development Framework impact of research. (RDF) and Statement (RDS), which has been endorsed by all UK Development as a professional researcher involves more than building universities, Research Councils and other research funders. You can use your research skills and profile. Successful researchers engage in the RDF to guide you in your professional development as a researcher To protect and maintain the integrity of the Vitae Researcher continuous professional development to ensure they are always learning and set aspirational goals to excel in your career. Development Framework and the Researcher Development and improving. Depicted as a circle (see figure overleaf), the RDF is divided into four Statement (RDS)1 and to ensure a consistent approach to domains, 12 subdomains and 63 descriptors, each of which is the development of lenses on the RDF, anyone wishing to Vitae is led and managed by CRAC: The Career Development Organisation “The product that the PhD researcher creates is described by up to five phases of development, which you can explore create a lens on the RDF should seek permission from Vitae, and supported by Research Councils UK (RCUK) and UK HE funding bodies not the thesis – vital though that is to their subject using our online Vitae RDF Planner...(continued on back page) and must adhere to the RDF conditions of use2. Enquiries regarding the development of a lens on the RDF can be area through the creation of original knowledge – directed to [email protected] no, the product of their study is the development of For further information about the range of Vitae activities go themselves” Sir Gareth Roberts to www.vitae.ac.uk or contact [email protected]

1 www.vitae.ac.uk/rds 2 www.vitae.ac.uk/rdfconditionsofuse 37 Researcher Getting started in research Development A lens on the Vitae Researcher Development Framework Framework

How can I support my colleagues and how can they help me? What do I need to know to make a start in my research?

Behaviour: Knowledge of: n Actively work in an inclusive, respectful and constructive way with n The area of research, the advances within it and its relationships with other research colleagues, stakeholders and research users areas n Recognise and acknowledge the contribution of others and own part n Sources of information, bibliographic software and other information technologies in team success Collegiality Subject knowledge Behaviour: n Build relationships in academic and commercial contexts; Team working Research methods: theoretical knowledge n Conduct effective and comprehensive information searches People management approachable and interact constructively with others; manages Research methods: practical application n Record, manage and handle information/data using appropriate bibliographic expectations and resolve conflict Supervision Information seeking software and other information technologies Attitude: Mentoring Information literacy and management n Respect the inclusive and collegial manner in which researchers Influence and leadership conduct relationships within and beyond academia Collaboration n Respect individual difference and diversity Equality and diversity How am I going to critically analyse the literature Knowledge base in my field?

What can I do to practise my communication skills? Working (D1)with others (A1) Analysing Behaviour: Communication methods Cognitive abilities Synthesising n Think originally, independently and critically; develop Knowledge of: Communication media Critical thinking theoretical concepts Publication Evaluating n Appropriate communication and dissemination (A2) n Recognise and validate problems; formulate and apply mechanisms for different audiences Problem solving solutions to a range of research problems Behaviour: (D2) Communicationdissemination and n Communicate effectively in both written and oral modes with a range of audiences formally and informally Teaching Inquiring mind Where can I get new ideas from that through a variety of different techniques and media Public engagement Engagement, Knowledge and Creativity Intellectual insight influence and impact intellectual abilities could benefit my research? Enterprise (A3) Innovation Policy The knowledge and skills to The knowledge, intellectual Argument construction Attitude: (D3) work with others and ensure abilities and techniques How might my research make a difference? Society and culture Intellectual risk and impact the wider impact of research. to do research. n Take a creative, imaginative and inquiring Global citizenship Engagement Domain D Domain A approach to research Attitude: n Be open to new sources of ideas n Recognise the importance of accountability of Health and safety Professional Domain C Domain B research with regard to social and economic Ethics, principles and Enthusiasm impacts, internationalisation and global citizenship conduct sustainability Perseverance (C1) Research governance Personal Legal requirements and organisation effectiveness Integrity What can I do to reflect on my current skills? (B1) IPR and copyright The knowledge of the The personal qualities and Self-confidence Respect and confidentiality standards, requirements approach to be an effective Self-reflection Attitude: Personal qualities What are the ethical issues relevant to Attribution and co-authorship and professionalism to do researcher. Responsibility n Approach research with enthusiasm, passion and research. Appropriate practice confidence my research? managementResearch n Be self-reflective; seek ways to improve Preparation and prioritisation Knowledge of: performance and strive for research excellence Research strategy (C2) Commitment to research n Health and safety issues, confidentiality and (B2) n Be pro-active, independent, self-reliant and take Project planning and delivery Time management ethical requirements of his/her research field Self-management responsibility for self and others Risk management Finance, funding Responsiveness to change and resources Work-life balance Professional and (C3) career development(B3) What can I do to manage my research project better? How could I plan my time more effectively? Income and funding generation Career management Knowledge of: Financial management Continuing professional development Behaviour: n Project management tools and techniques Infrastructure and resources Responsiveness to opportunities n Plan, prioritise and conduct research in proactive way Networking n Deliver research projects and results on time and effectively Reputation and esteem

What opportunities can I take to improve and develop myself?

Behaviour: Click on highlighted descriptors n Take ownership of and manage professional development n Actively network for professional and career purposes and seek to for more advice and guidance! enhance research reputation and esteem

Vitae, © 2014 Careers Research and Advisory Centre (CRAC) Limited. To ensure that this is the latest version of this document please go to www.vitae.ac.uk/rdf For conditions of use please refer to www.vitae.ac.uk/rdfconditionsofuse 38 EXAMPLE DEVELOPMENT OPPORTUNITIES FOR PhD STUDENTS

Links to further resources to develop the following descriptors can be found via Pebblepad which links through to the RDF Tool

RDF Domain A: Knowledge and Intellectual Abilities the knowledge, intellectual abilities and techniques to do research

Subject knowledge The best way to develop is to ensure you are keeping up to date with the literature in your field and attend relevant seminars and conferences regularly.

Information ‘Identify, gather and evaluate information’ ‐ online course covering: seeking Producing a literature review Effective Internet searching Database tutorials Keeping up‐to‐date http://www.librarydevelopment.group.shef.ac.uk/research.html

Critical thinking Start by using critical thinking when completing your literature review: The Virtual Graduate School ‐ online course http://vgs.group.shef.ac.uk/ ‘Literature Review’ ‐this course covers  Consider the purposes of the Literature Review  Find out how to write a Literature Review  Learn from student and examiner insights  Relevant readings and resources Additional Courses:  DDP 'Introduction to Scientific Thinking' (MED610)  DDP 'Critical Review of Research Papers' (MED640)  UoS Library Course: ‘Evaluating information and critical thinking’

RDF Domain B: Personal Effectiveness the personal qualities and approach to be an effective researcher

Self‐confidence University of Sheffield useful guide library:  ‘A guide to assertiveness’  ‘Create a new you’ DDP skills seminars Networking for career success http://ris.dept.shef.ac.uk/skills_seminars/listings/view/84

Time management Think Ahead module ‐ Managing yourself for PhD students https://lms.shef.ac.uk/index.php#TA6

RDF Domain C: Research Governance and Organisation the knowledge of the standards, requirements and professionalism to do research

Health and Safety University Health and Safety webpages: http://www.shef.ac.uk/hs Health & Safety Training Portal: https://hs.shef.ac.uk/ Policies and procedures: http://www.sheffield.ac.uk/hs/policies

39 How to do a risk assessment: http://www.hse.gov.uk/risk/

Ethics, principles 1. Good Research and Innovation Practices (GRIP) and sustainability This explains the principles governing all the University’s research and innovation (R&I) activities, the purpose of the Policy, its value and whom it applies to. http://www.sheffield.ac.uk/ris/other/gov‐ethics/grippolicy 2. The Virtual Graduate School ‐ Online course http://vgs.group.shef.ac.uk/ethics‐2/ 3. FCM6100 this is a compulsory DDP module that should be attended in your first year. You will be provided with details when the course is available to you. 4. Good research practice ‐ online course covering: Avoiding plagiarism Copyright for e‐theses Advice from Research and Innovation Services (RIS) Research Data Management http://www.librarydevelopment.group.shef.ac.uk/research.html

RDF Domain D: Engagement, Influence and Impact the knowledge and skills to work with others and ensure the wider impact of research

Team working Activities to develop Team Working:

Doctoral Skills Academy a three day non‐residential course for PGR students perfect for developing working with others Biotechnology Young Entrepreneurs Scheme supported by UoS Industrial Knowledge Forge is an innovative competition designed for both postgraduate and postdoctoral scientists.

The Virtual Graduate School ‐ online course http://vgs.group.shef.ac.uk/ ‘Research Supervision’ This module covers key topics related to the whole research supervision process from both the perspective of the research supervisor and the research student. The module aims to highlight the practice of research supervision, its importance, how to overcome challenges and setbacks and supporting research students to achieve a successful outcome.

Communication Courses to develop communication skills: Methods  'Think Ahead: Presentation Skills: A Masterclass' ‐ email [email protected] for further information  DDP: 'Presenting Yourself and Data at Conferences' (MDN6002)  DDP: 'Effective Presentation and Seminar Participation' (MED605)  DDP: 'Speaking Skills for Research Purposes' (ELT6060)‐intended principally for students whose first language is not English  The Virtual Graduate School ‐ online course http://vgs.group.shef.ac.uk/ Thesis writing ‐ this course covers what is ‘good’ research writing  How to plan your writing  How to plan and write your dissertation  What is a good dissertation and what is a bad dissertation  Video narrative insights from researchers 40  Relevant readings and resources

Activities to develop Communication Methods:

 3 Minute Thesis Competition for PGR students to explain their thesis in 3 minutes to a non expert  The Kroto Research Inspiration Poster Competition aimed at Postgraduate or Early Career Researchers in a non academic position  Research Photography Competition open to staff and students  Think Ahead ‘Academic writing retreats’ https://lms.shef.ac.uk/index.php#TA To provide protected and focused academic writing time and develop productive writing practices, and communities of writers.

41 The Faculty of Medicine, Dentistry and Health Postgraduate Induction Course (PIC)

The Postgraduate Induction Course (PIC) is open to all postgraduate research (PGR) students commencing research in the Faculty of Medicine, Dentistry and Health.

When you commence your PGR programme, you will undertake a training needs analysis with your supervisors to identify gaps in your skills and knowledge, and to agree on a training programme that will allow you to acquire the generic and subject-specific skills that are considered essential in a researcher. Many of the subject-specific skills will be acquired by engaging in research over the course of your programme. In contrast, several of the generic skills are best acquired early on in the course of a research programme. This is why the PIC has been developed. Delivered twice a year the PIC is compatible with the Doctoral Development Programme and has been designed to introduce you to many of the generic skills that you are expected to gain during the course of your research degree.

Students who attended the PIC in March 2017, said they enjoyed the course, learned a lot from it, that they had acquired and developed skills that would be useful to them in the future, and would recommend the course to other students. Some of the comments from previous PIC participants were:

“PIC gives an idea about the PhD course for new students, how to start and how to continue – it is very helpful for new students” “It was nice to meet other PhD students in the medical school since I rarely see them otherwise. I found the copyright and literature search modules to be particularly helpful"

“I am not British so I found English classes, during the PIC, very important to me. I have acquired knowledge that will be beneficial for me in doing my PhD. I also enjoyed classes about general information relating to PhD- I have a better understanding of my responsibilities and rights.

“Meeting more students and staff. Opportunity to meet fellow students from across the Faculty

At the end of the course, you will be better adapted to the research environment, and will have developed basic research skills such as how to do a literature search, or use Endnote. You will also have developed key skills (eg: scientific thinking, critical appraisal, awareness of Plagiarism, data handling) and appropriate for your research programme. In addition, you will have received information about Health & Safety in the workplace. Intensive English Language Training will be provided for those international PGR students requiring support.

The PIC is recommended for all new PGR students, and we would suggest you opt out of only those parts of the course which are not relevant to you. If however, you wish to attend selected sessions, this is also possible. Attendance at certain sessions is compulsory for all students. For example, the introductory session of the DDP module on Research Ethics and Integrity, which is compulsory for all students, has been incorporated into the PIC.

For further details and information about the course content, please visit: www.shef.ac.uk/faculty/medicine-dentistry-health/graduateschool/currentpg/pic/index.html

42 Medical School Compulsory DDP Modules

You will be enrolled on the compulsory Medical School modules and be informed when you need to take part in your welcome letter. You must successfully complete these modules to progress towards being awarded your research degree.

Literature Review | MED6950

This unit aims to provide support for students in developing a comprehensive literature review specifically focused on the area of their doctoral research project. The type of literature review will be agreed upon between individual students and supervisors according to their disciplinary need, and may take one of a number of different forms, including narrative and systematic reviews. The review will both familiarize students with the process of scientific writing and provide the opportunity for establishing a strong background knowledge in their research project area at an early stage in their studies. It will also provide a strong scientific rationale for the research project. Training in gathering and assessing the relevance of literature and in the construction of the review will be provided through an initial tutorial, existing library and support service resources (problem solving) and supervisory meetings (tutorials).

For more information please visit http://www.sheffield.ac.uk/medicine/current/postgraduates/ddp/med6950

Research Training | MED6960 This module aims to establish a broad understanding of the general research skills that are considered necessary in the research environment of students studying in the Medical School, and to provide our postgraduates with the skills required during and after completion of their PhD studies. These skills include the completion of safety training, attendance at Postgraduate Induction Course (PIC) sessions, upkeep and precise dating of research conducted (whether "wet-lab" experiments, in silico or other research methods) in official University of Sheffield laboratory notebooks or approved electronic laboratory notebooks or other method (including sign off by supervisor),"training needs analyses/learning plans and the preparation and delivery of an oral presentation to fellow postgraduates and School of Medicine academics. In particular, an awareness of, and evidence of interaction with, the Pebble Pad e- Portfolio software, for storage of material relating to the DDP, laboratory talks and supervisory meetings is expected. This unit runs alongside MED6950, which comprises a formal Literature Review completed in the first 3 months of the PhD programme.

For more information please visit http://www.sheffield.ac.uk/medicine/current/postgraduates/ddp/med6960

Faculty Research Ethics & Integrity | FCM6100 This module is to encourage PGR students to critically analyse/reflect on their own actions and behaviours in conducting research and in their interactions with research participants, supervisors, and co-workers and to heighten PGR students' ethical sensitivity and reasoning, enabling them to plan and prepare for challenges they may face and to be able manage challenges in an ethical way.

For more information please visit http://www.shef.ac.uk/faculty/medicine-dentistry-health/graduateschool/currentpg/fcm6100

43 Training & Development Opportunities available in the Medical School

Below is a list of DDP modules that are available in the Medical School. For more information about any of these, or to register on a course, please visit http://www.shef.ac.uk/medicine/current/postgraduates/ddp

DDP TITLE LEAD ACADEMIC EMAIL ADDRESS CODE MED601 Neuroanatomy Dissection Dr Tom Farrow [email protected] MED605 Effective Presentation and Seminar Participation Dr Alison Gartland [email protected] MED610 Introduction to Scientific Method and Experimental Design Dr Colby Eaton [email protected] MED640 Critical Review of Research Papers Dr Dan Hampshire [email protected] MED650 Visualising & Analysing Biomedical Datasets with R Dr Simon Cross [email protected] GEM6040 Automated Sequence Analysis Professor Jon Sayers [email protected] MED6950 Literature Review COMPULSORY 1st Year Tutors [email protected] MED6960 Research Training COMPULSORY 1st Year Tutors [email protected] FCM6100 Research Ethics and Integrity COMPULSORY Dr Pirashanthie Vivekananda-Schmidt [email protected] & Dr Francois Guesdon

44 6. Sickness & Annual Leave Reporting

o Sickness Leave Procedure o Self Certification Form o Annual Leave o Leave of Absence

45 SICKNESS AND HOLIDAY REPORTING

There are very simple recording procedures for postgraduate students who are absent due to sickness or wish to take some holiday time.

Sickness:

Where a student is absent due to sickness they should, wherever possible, inform their supervisor and the PGR Programme Administrators on the first day of their absence, stating when they became ill, brief details of the illness/injury, whether it occurred due to an accident or injury in the Medical School, whether they are seeking medical attention and their likely date of return (if known). A Doctor’s certificate will be required for continuous absence of more than 7 days and should be forwarded to [email protected]

Holiday:

Full-time PGR students are entitled to take up to 30 days as holiday in each academic year, excluding bank holidays and closure days. The academic year commences on 1st October, and students will be notified of the dates of the closure days each year. It is recommended that students take no more than 4 weeks holiday at any one time. Students are expected to provide their supervisors and the PGR Programme Administrators with reasonable advance notice of the dates when they plan to take holiday, which is subject to their supervisors’ approval.

Students commencing registration at times other than the beginning of the academic year are entitled to holidays on a pro rata basis until the commencement of the next academic year.

Students should agree on periods of holiday time with their supervisor before returning the completed notification of holiday form to: [email protected]

Longer periods of absence should be discussed with the supervisor and/or the PGR Lead. In some cases, a period of leave of absence may be required, perhaps on personal, financial or medical grounds. The application for a ‘Leave of Absence’ form, available from Research and Innovation Services, should be completed jointly with the supervisor in the first instance and returned to: [email protected]

46 The Medical School.

PERSONAL SICKNESS/SELF CERTIFICATION FORM Please complete and return to [email protected]

Personal Details: Name:

Section:

Details of Sickness/Injury:

Accident /Injury in School: Yes/No

Date Commenced:

Date Returned to School:

Sickness Recorded by:

Administration Only: Date Absence Commenced:

Date Absence Ceased:

Number of Days Absent::

SICKNESS POLICY

47 The Medical School.

HOLIDAY NOTIFICATION Please complete and return to [email protected]

Name: ______

Department: ______

Dates (inclusive)

From: ______

Return: ______

Number of days:

Number of Days entitled to: Number of days taken so far Number of days remaining (inclusive): (inclusive): 30 Please see note below

Student Signature: Date:

Supervisor Signature: Date

If refused, pleased state reasons why:

HOLIDAY POLICY

Students should agree on periods of holiday time with their supervisor before returning the completed notification of holiday form to: [email protected]

48 Application for Leave of Absence Postgraduate Research Students For guidance on completing this form, please see: www.shef.ac.uk/ris/pgr/code/loa

SECTION 1: TO BE COMPLETED BY THE STUDENT

Family Name First Name

Registration Number Department

Are you studying in the UK on a visa?  Yes  No

Registration start date: DD MM YYYY Current time limit: DD MM YYYY

Date your leave of DD MM YYYY Date your leave of DD MM YYYY absence will start absence will end

Reason for the leave of Medical*  Personal  Academic  Financial  absence request *medical certificate must be provided Supporting statement. Please provide a brief explanation of the reason for your request - attach additional sheets if necessary

Student signature: Date:

Confirmation of the outcome of your leave of absence request will be sent to your University email account.

SECTION 2: TO BE COMPLETED BY THE ACADEMIC DEPARTMENT

Additional details: - please add any comments/information relevant to the student’s application

Do you support the student’s application for a leave of absence?  Yes  No

49 I confirm that the above information is accurate and that this application has been considered and approved by the Department

Supervisor Name: Signature: Date:

HoD/PG Tutor Name: Signature: Date:

Please email the completed form to [email protected]. PLEASE NOTE: To avoid processing delays, please start the subject line with the appropriate Faculty code, e.g. FCA, FCE, FCM, FCP, FCS

SECTION 3: TO BE COMPLETED BY RESEARCH & INNOVATION SERVICES

Approved by ISS?  Yes  No Does this Leave of Absence  Yes  No (overseas students only) require reporting to the Home Name: Office?

Has the student  Yes  No If yes, how many months have previously had Leave of previously been granted? Absence?

Is this LOA request  Yes  No Notes: (please record any amendments, notes or approved by the Faculty? comments here):

Approved on behalf of the Faculty by:

Name: Signature: Date:

Revised end date for DD MM YYYY Revised time limit for DD MM YYYY payment of tuition fees: submitting the thesis:

50 APPLYING FOR A LEAVE OF ABSENCE: POSTGRADUATE RESEARCH STUDENTS

Leave of Absence form can be downloaded from http://www.shef.ac.uk/ris/pgr/code/forms

Overseas students only: RIS sends request to ISS for consideration/advice in line with immigration regulations

Student discusses Supervisor completes PG Tutor/HoD RIS arranges Faculty Following Faculty request with section 2 of LOA countersigns section 2 consideration and approval, RIS notifies supervisor and application form and of LOA application updates the student the following: completes Section 1 forwards to PG Tutor/ form and forwards to  record Student of the Leave of HoD RIS  Department Absence Application  Other relevant form and forwards to departments supervisor  Home Office (where required)

51 Leave of absence

Students sometimes find themselves facing difficulties that affect their ability to undertake their research, for example if they are ill or undergoing serious personal problems. A leave of absence enables a student to take an authorised break from their studies in order to overcome the difficulty, without losing valuable time from their registration period, which will be suspended for the duration.

Students must apply for permission from their Department and Faculty to take a leave of absence, using the Leave of Absence (PGR) form. Please be aware that once an application is received in Research & Innovation Services it will normally take up to 2 weeks for Faculty consideration and processing. Students can apply for LOA on the following grounds:

• Medical • Personal • Academic • Financial* *Requests for LOA on financial grounds are not normally approved, but may be considered if a student's financial situation changes due to unforeseen and exceptional circumstances.

When applying for a leave of absence, appropriate documentary evidence must be supplied in order for the Department and Faculty to consider whether to approve the request. For a leave of absence on medical grounds, a medical or doctor’s note is required and an application made on these grounds will not be considered without one. Similarly, a student returning from a leave of absence on medical grounds must provide a medical note confirming that s/he is fit to return to the degree programme before they will be allowed to recommence research.

It is essential that students notify their supervisor/department as soon as any difficulties arise that might affect their research and that applications for leave of absence are made promptly and, wherever possible, not retrospectively. Requests for retrospective leaves of absence will not be approved if they date back further than 30 days. During the period of leave of absence, the student will temporarily leave their programme of study and their registration will be suspended. No supervision will be received.

Students should be aware that requests for indefinite leave of absence will not be considered. It is unlikely that a request for more than 12 months at a time will be approved and requests to further suspend a lengthy leave of absence will be carefully reviewed and may be rejected. There are a number of reasons why lengthy periods away from research are not recommended, e.g. the possibility that the research will lose currency and/or originality and changes to departmental structures and staffing.

Students who receive financial support to undertake their research degree, i.e. those funded by Research Councils or by an employer or overseas government, should notify their sponsor when applying for a leave of absence.

Leave of Absence for International Students

In addition to the above guidance, international students who are studying in the UK subject to immigration regulations (e.g. those on a Tier 4 student visa) should note that they must be fully registered and attending in order to meet the requirements of their student visa. International students considering applying for a leave of absence must first use the leave of absence self-help tool which will provide information on the immigration implications of their request, including whether or not it will require reporting to the UKVI. Any outstanding queries should be addressed to the international Student Support Team: www.sheffield. ac.uk/ssid/international/email. Please note that retrospective leaves of absence cannot be approved. Students who require ATAS clearance will need to apply for a new ATAS certificate if their time limit is extended by more than 3 months as a result of a leave of absence. Please note that most visa categories are now subject to the requirement to have ATAS clearance for affected courses and to apply for new ATAS clearance if the course end date is delayed by 3 months. This will affect the majority of students who are subject to immigration regulations, and not just those with a Tier 4 visa. Please contact the International Student Support Team if you are not sure if you are subject to these ATAS requirements: www.sheffield. ac.uk/ssid/international/email International students should note that the University is required to report Tier 4 visa holders who are on a leave of absence to the Home Office. Depending on the circumstances of the leave of absence the Home Office may expect such students to return to their home country for the duration of the leave of absence and curtail the Tier 4 visa. Such students will need to re-apply for a new visa when they are ready to recommence their studies. The International Student Support Team will inform students of the immigration implications of their leave of absence

Student pregnancy Students who are pregnant, or whose partners are pregnant, can apply for a period of leave of absence. As a result of the Equality Act 2010, the University has developed a Student Pregnancy and Maternity Policy, along with advice pages aimed at both students and staff.

The majority of postgraduate research scholarship holders will be entitled to a payment during a period of maternity leave. PGR students who do not have access to sponsor or statutory maternity pay may be eligible for a one-off support payment from the University. Please contact the relevant Faculty Administrator for further information. 52 7. Other Useful Information

• Twelve Tips for Succeeding in your Doctorate at Sheffield. Medical School - a Student Perspective. • Campus Map • SSID - Student Services Information Desk • DDSS - Disability & Dyslexia Support Service • Student Access to Mental Health Support (SAMHS) • Careers Service

53 Twelve Tips for Succeeding in your Doctorate at Sheffield Medical School - a Student Perspective.

From the Medical PostGraduate Society (MPGS)

The decision to undertake a Doctorate marks a critical point in defining your future career. Attaining the doctorate in such diverse and rewarding areas as there are in the medical science and education fields may not only provide you with an opportunity to undertake important new research, but could also unlock different job opportunities. As is often the case, such rewards are not gained lightly. There are real challenges in undertaking and successfully navigating a Doctorate. The specific subject and process of each project is unique, leaving many students uncertain as to what to expect. Here we offer you 12 tips, posed as questions, from the perspective of current and former students to help guide you through your doctoral study.

1. How do I get started and keep on track?

Like any big project, the first thing to do is to make a plan. The medical school’s web pages and handbook offer you a basic timeline for the duration of your studies: from beginning to submission. A first step you could take today is to begin planning out your first month. This is an excellent habit to get into for each month of your doctorate. Begin with the practical things, like who can give you a tour of the facilities or even just how to use the printer. In many, cases your supervisors or PGR tutor will help you get started and point you towards any training or orientation you need to do. Try to meet lots of people who can help you find your feet. Other students are the best way to do this as they have been in your position before. Another activity you can plan is the reading you can do to familiarise yourself with your research area. This is great for orientating yourself for when your project begins, and those papers may help form your literature review.

Making checklists at every stage of your doctorate can be incredibly helpful to make sure you’re keeping on track and staying on top of your work. Make sure to consult with your supervisor when planning out your weeks/months so that you are both happy with what needs to be done. If you are having issues with your supervisor’s approach to setting goals for working you can speak to your second supervisor, personal tutor, PGR lead, or other peers to help you solve this. Clear milestones and goals ensure that you complete your doctorate comfortably and that you can take your next steps with ease. This is not easily done so try and get these strategy and planning habits adopted early!

2. How do I choose a topic or research question for my Doctorate?

The topic of your Doctorate must be novel, meaningful, and interesting. As a Doctorate is awarded for an original contribution to knowledge, your research question must address a clear gap in the current literature. Structured Doctoral programmes usually have a predefined area for the topic and research question, offering less initial creative input. Alternatively, unstructured programmes may suggest a general theme (e.g. peer learning or the tumour

54 microenvironment in breast cancer metastasis) and allows you the freedom to steer the project’s specific direction. In this case a quick literature search, such as using Google Scholar, is useful to ensure your proposed research questions haven’t already been answered.

The output of every Doctorate is unique: From advancing a conceptual understanding of a topic, to proof of concept of theoretical models which will guide future research on a larger scale. Ask yourself: “What does this add?” to ensure that you are making a novel contribution to the knowledge in the field. Ask your supervisors too, they are key in helping you refine your research question with their expertise in the area.

An interesting topic is paramount to maintaining your motivation for the duration of study - this is a project that must keep you passionate for 3 years (or more if part-time). Additionally, a Doctorate may afford you the status of ‘world expert’ in this area; you may pursue the topic into your postdoctoral career; so choose carefully. Leading journals from a variety of fields hold the current discourses in your subject and may provide you with the cutting-edge Doctorate topic idea you’ve been looking for. Do not be afraid to research different departments’ research focuses. They could give you some inspiration if you’re stuck on ideas.

3. Where do I find the right sources of information?

Your first task will most likely be completing your literature review. As with any academic area there are key texts which are considered ‘must-reads’ to gain a solid foundation of knowledge on which to build your research questions. The library’s collection of textbooks can be overwhelming and therefore guidance from supervisors, post-docs and other Doctoral students is useful to collate the best and most relevant sources. They may even offer to lend you books from their collection.

Keeping abreast with current research during your Doctorate can be challenging, particularly when the data collection and analysis elements of your own study take priority. Setting Google Scholar alerts for the current most influential researchers helps notify you of their latest publications, keeping you up-to-date on those leading the field. This can also be done for new issues of journals.

Peer learning groups or journal clubs can be an excellent way to learn about the wider literature underpinning the concepts and methodologies used in your area. Supervisors and peers can help you understand and explore these links, providing a deeper understanding of your topic area in different disciplines and fields.

4. What can I expect from a Doctorate in the Medical field?

The Doctorate by nature is an independent course of study. Many of you will be based in laboratory or clinical environments, surrounded by other students and staff. Alternatively, some of you may be in more niche research areas, or smaller labs. Individuals from both of these groups can suffer from feeling lonely or isolated in their project. Subsequently, it’s really important to engage in activities that allow you to share your work - attend and present at departmental seminars, submit an abstract for a conference, or even just strike up a conversation with someone in the kitchen. Not everyone’s experience is ever the same. You

55 may see your supervisors every day as you work, or you may only see them once a month and will mostly work independently. In any case, you have the ultimate responsibility for your day-to-day work and maintaining a good work/life balance.

The end of a Doctorate course can feel deceptively far-away until, usually by the middle of your studies, the frantic worry about meeting the final deadline sets in. In an attempt to manage this, iteratively design your goals to monitor your progress at regular intervals and stay on track. Agreeing targets with your supervisors offers some accountability in meeting deadlines. Tools such as the SMART (Specific, Measurable, Achievable, Realistic, Time-limited) framework are useful to plan your objectives and ensure they are realistic for the time that you have left on your Doctoral journey.

It is prudent to plan out your time and get into a routine based around achieving these goals and milestones, Gantt charts are a very useful tool for visualising this. For students balancing other commitments such as work or childcare alongside study or those enrolled on distance/part-time programmes, there is an additional dimension of complexity to time-management. This becomes more significant for data collection periods or supervisory meetings where other people’s scheduling often dictates how and when you can get things done. Keep these issues in mind as you begin your study, and hopefully with sufficient forward-planning you can avoid any major issues.

5. How do I get the most out of my Doctorate?

The place in which you will work will likely be home to a community of individuals with interdisciplinary skill-sets, areas of interest, and expertise. These colleagues can not only offer you support for your own project, but can also provide opportunities for you to be involved with theirs. Each department is unique in its spectrum of experience and special interest: For example, there might be practicing clinicians, psychologists, educational researchers, and technicians in your place of work. Getting to know these individuals may lead you to discover interesting crossovers for your work and develop truly original collaboration and ideas from where you may have least expected them.

A Doctorate allows the opportunity to complete high-quality research and to immerse yourself in the broader context of your research area. As your department may deliver undergraduate or masters training there could be opportunities to teach classes and supervise on projects. Contributing to assessment through standard-setting for undergraduate examinations and facilitating practical exams are valuable experiences and are well-received by the department when looking for volunteers.

Ultimately you decide what you get out of your Doctorate. The more you engage in the world outside of your project, the more well-rounded you will leave. For example, if you consider joining a committee, like the MPGS or the Medical School Research Day Committee, you will leave with skills such as people management and event organisation, as well as the academic skills your project has afforded you. Not only will you feel more confident, you are more employable too!

56 6. How can I work with other disciplines?

Disciplines outside medicine and health education are also increasingly popular sources from which to generate new and interesting ideas. To encourage such innovation, most universities run networking ‘speed-dating’ type events where you can strike up fruitful conversations with potential collaborators and get outside perspectives on your research problem. This collaborative approach to addressing the novel problems during your Doctorate can create opportunities for your research outcomes to be applied to, and be shared with, both communities from which your research takes its influence.

You can access these opportunities easily by getting involved in extracurricular activities within the medical school or the wider university by taking a look at the emails from ThinkAhead or by getting in touch with them directly. Opportunities for public engagement outside of the university can also help you access other researchers or practitioners.

There is also a research collaboration finder run by the university and the doctoral academy where you can register on a system that will match you to other researchers at the university automatically.

7. What are the typical challenges of a Doctorate?

Doctoral challenges may come in all shapes and sizes. The two most common issues students have are the difficulty of the work and problems with the supervisory team.

A doctorate is incredibly rewarding but also a very difficult qualification to obtain. The work involved can sometimes seem too much to do or too hard for you. When you feel this way it is important to get support from your supervisors, colleagues, and friends. Although they should not do the work for you, they may be able to help you solve your problem or give you the motivation to keep working to solve it yourself. A doctorate can be lonely so consulting with others is the best way to feel supported and to solve the big problems.

Working with your supervisor can be an extremely beneficial experience, potentially leading to incredible breakthroughs in your field and developing a long lasting professional relationship. However, when things go wrong in this relationship it can have many negative effects upon both your work and you as an individual. It is not always in your power to avoid this but there are some things you can do to build and maintain a good relationship.

Make sure you are in regular contact with your supervisor. Send them update emails with what you have been doing that week and what you plan to do next week. Ask to meet with them at least once a month to speak to them and build a good working relationship with shared goals and understandings. Be sure to complete small work tasks on time and to a good standard. If you find that the relationship is not getting better or you feel that your supervisor is being unfair or unprofessional you can seek support to find a solution that works best for you. Your first point of contact is your personal tutor, who is assigned to you at the beginning of your studies. You will also have a PGR lead and a MPGS representative for your department who you can also contact. If it ever feels like your ability to cope with your work and/or home life is seriously impacting your mental health, consider contacting the University of Sheffield Counselling Services or the University Health Service.

57 8. What else can I gain from my Doctoral experience?

Although you will gain technical and research competencies, a Doctorate may not equip you with the transferable skills required for roles outside of research. Graduates’ skills often fall short of employers’ expectations, and therefore extra-curricular activities can be used to boost your postdoctoral employability.

Being cooped in a lab or an office won’t do much for our future employability unless we collaborate, create and share our work with our peers and with the public. There are many public engagement events and entrepreneurial competitions where doctoral brainpower can really be put to the test. There are the more subject specific options such as: Pint of Science where students talk science in the pub, or the Biotechnology young entrepreneur’s scheme. There are even more of these types of activities open to all students. Whether you study microbes or migration, you can get involved in 3 Minute Thesis, Fame Lab, and even Dance Your PhD. All of these can give us another string to our bows after graduation but you must be sure not to let them impede your studies.

Students must still be mindful of striking a good work/life balance. The mental health of those in academia, in particular among doctoral students, has been shown to be worryingly poor. Maintaining good mental and physical well-being by avoiding burnout and seeking support is essential, and will undoubtedly result in a much more enjoyable Doctorate process.

9. What do I do if things are going wrong?

A doctorate is the most difficult kind of degree you can undertake, things will not always go as planned and it is important to know what to do or who to talk to if you need help. There are many sources of support you can access, including (but not limited to): supervisors, personal tutor, PGR tutor, colleagues, other doctoral students, the MPGS, the Students’ Union, University advice service, and many more. You can also flag issues in your monthly supervisory meetings or by keeping a dated record of issues in your pebblepad. But remember that it is important to raise issues as soon as you can to someone who can help.

We know it can be difficult to raise complaints or issues about those close to you or those who are superior to you. You can also raise issues anonymously to PGR admin or your PGR lead, just be sure to tell them not to use your name. In any case, keep a record of any issue at all so that something can be done to solve it, either immediately or at a later time. Remember, things won’t get better if you keep problems to yourself, whether they be academic or professional issues.

10. What else should I think about?

A Doctorate can have a profound effect on your life outside of study and therefore it is crucial to not overlook other work or family commitments while undertaking your studies. You may also consider what your goals are for your future career and how the Doctorate fits into your strategy for achieving them, this can keep you focused on the big picture when deciding which path your Doctorate will take.

58 You may be studying part-time, have caring responsibilities, have dependents, or be working alongside your studies. Being honest with yourself about these commitments and planning around them is really important. If you’re comfortable doing so, let other colleagues know you if any of these factors will impact upon your doctoral work. This may be starting an hour later so that you can drop off children at school or not being able to come in on Fridays because of clinical work. Additionally, remember that some demands made of you within your Doctorate aren’t always compulsory. One of the hardest lessons you will learn during your degree is to how to say “No”!

It is in your best interests to complete your doctorate on-time. If you are funded, completing within the funded period is the goal so that you can have submitted and be looking for further employment (if desired) while still being able to support yourself financially. You are charged ‘continuation fees’ for every month that you haven’t submitted your thesis after the deadline (usually three years unless otherwise stipulated). These tips are also true for those who are self- funded or funded through your employer. If you feel that you are being pressured to remain working in your department than you think you should be, please raise this with your personal tutor or PGR lead.

11. I know it’s early, but what about writing and submitting my thesis?

It’s never too early to think about writing your thesis. Most people will write pieces of chapters as they progress through their doctorate and use these as a foundation in getting started writing their thesis in final year.

There are lots of workshops and courses which can support your writing. Writing retreats run by the university and the MPGS can help you get your mind in the right place to focus on writing. There is also a thesis mentoring programme run by the university which pairs you with an academic or professional services staff member who can help you come up with a plan for thesis writing and can support you in developing the right kind of writing behaviours. There are even specialist courses run in the medical school that teach you how to write like a professional. Look out for all these in your email account.

When it comes to submitting, make sure you check the code of practice from the university which includes everything from formatting guidelines to exactly how to submit your thesis for examination. It will include details on how what the final VIVA examination will involve as well as how this will be arranged. Your supervisors and other colleagues may also help your through this process to ensure you finish on time.

12. What about when I finish?

It may seem like a long way off but it’s always worth thinking about your post-doctoral plans. Many students end up staying in the same department as a post-doctoral research or may decide to move to another academic role at another university. Academic jobs may seem like the most obvious choice after a doctorate, but non-academic careers are chosen by around 60% of doctoral graduates as the demand for people like you has increased. Both have their advantages and disadvantages so make sure you talk to your supervisors, colleagues,

59 and friends about what you’d be interested in as applications can start as early as the beginning of your final year.

Whatever career you’re thinking of, the University Careers Service has a dedicated research students’ advisor who can support you in looking for and applying for jobs in the future. Even if you’re not quite sure of what job you want to do, they’re happy to meet with you to work it out and give you lots of information.

For any help/support/tips get in touch with us: [email protected]

60 0–9 F O 301: Student Skills and Development Centre E4 149 Faculty Ofces Occupational Health Unit (HR) E2 104 > Arts and Humanities F3 195 Octagon Centre D4 118 ENGLISH LANGUAGE A > Engineering H3 170 Ophthalmology and Orthoptics C5 88 University TEACHING CENTRE Academic Unit of Clinical Oncology B4 41 > Medicine, Dentistry and Health C5 92 (see Central Sheffield > Science E3 113 P map overleaf) Academic Unit of Medical Education C5 88 Accommodation and Commercial Services > Social Sciences G3 197 Pam Liversidge Building H2 174 Campus Finance Department E2 104 (see Central Shefeld map) 10 Parking Services H2 190 Firth Court D3 105 Addison Building D3 113 Perak Laboratories E3 110 Firth Hall D3 105 Adult Dental Care C4 47 Philippa Cottam Communication Clinic C3 37 Florey Building D3 114 Aerospace Engineering H3 170 French F3 184 Philosophy G4 161 Alfred Denny Building E3 111 Physics and Astronomy E3 121 Allen Court F2 198 G Planning and Governance Services F4 156 Alumni Relations F4 160 Politics B3 31 Garden Street Laboratories H2 193 Amy Johnson Building H3 173 Gatehouse H2 201 Polymer Centre E3 117 Animal and Plant Sciences E3 111 Genomic Medicine C4 87 Portering Services E2 104 Antibody Resource Centre D3 108 Geography and Urban Planning D2 102 Portobello Centre H3 177 Archaeology H3 180 George Porter Building H2 190 Print and Design Solutions E3 151 Architecture E2 104 Germanic Studies F3 184 PropertywithUS E4 120 Arthur Willis Environment Centre A3 28 Glossop Road Student Accommodation D5 200 Psychology C3 34 Arts Tower E2 104 Goodwin Sports Centre B3 30 Audio Visual Service F3 134 Graduate Research Centre E3 117 R Automatic Control and Systems Ranmoor Student Accommodation Engineering H3 173, 176 H (see Central Shefeld map) 1 202 Hallamshire Hospital C4 87 Modular Regent Court G3 166 Hawley Building H3 182 201 Village B Research and Innovation Services F4 157 Health and Safety E2 104 Richard Roberts Building E3 116 Allen Bar One E4 120 HEFCE Catalyst Team E4 203 Geography and Court The Ridge (see Central Shefeld map) 1 Urban Planning Barber House C5 92 Henry Wellcome Laboratories C5 88 Barber House Annexe Robert Hill Institute E3 110 198 Pam Liversidge D5 93 Hicks Building E3 121 Bartolomé House D2 101 Hillsborough Centre E3 112 Rolls-Royce UTC (University Technology Centre) Management Bioincubator F3 183 Hispanic Studies F3 184 School > Advanced Electrical Machines and Drives H3 170 Biomedical Science D3 108, 109, 114 History F3 184 E3 112, 113 Human Communication Sciences C3 37 > Control and Systems Engineering H3 173 Human Resources E2 104 Royal Hallamshire Hospital C4 87 Sport Blackwell’s Academic Bookshop F3 184 199 Humanities Research Institute F3 195 Russian and Slavonic Studies F3 184 Elmfield Building Sheffield Broad Lane Court G3 169 Brook Hill Hall E3 125 Humanities Research Institute Conference The Diamond and Seminar Rooms F3 196 S Husband Building C D4 138 S10health B3 30 Campus Services E2 104 St George’s Flats G3 164 I St George’s IT Centre H3 170 Careers Service D4 138 ICOSS (Interdisciplinary Centre > Jobshop E4 120 St George’s Lecture Theatre G3 164 of the Social Sciences) G3 197 School of Health and Related Research Cash Ofce E4 120 Income Ofce E4 120 (ScHARR) G3 166 Central Annexe E3 151 Information Commons F3 133 Security Services F4 135 Henderson's Centre for Developmental and Information School G3 166 Pub (opening Shefeld Institute for Interdisciplinary Winter 2016/17) Biomedical Genetics D3 107, 108, 109 Innovation Centre G3 155 Biblical Studies (SIIBS) F3 184 Graves Institute of Work Psychology A3 22 Building Chaplaincy D4 118 Shefeld Methods Institute G3 197 International Relations E2 104 RANMOOR AND Charles Cliford Dental Hospital C4 46 Sir Frederick Mappin Building H3 170 Interval Cafe Bar E3 119 ENDCLIFFE STUDENT Chemical and Biological Engineering H3 171 Sir Henry Stephenson Building H3 176 Chemistry E3 117 Islamic Centre B4 40 Dental 299 Sir Robert Hadfeld Building H3 172 ACCOMMODATION School Glossop New Child Health C3 64 J SITraN (Shefeld Institute for Road Spring Children’s Hospital D4 65 Translational Neuroscience) D5 96 AND BROOMHILL Brunswick House Jessop Building F3 188 House CiCS (Corporate Information Skills for Life Building E4 149 Jessop West F3 184 and Computing Services) F3 134, E4 139 Sociological Studies B3 31 Jessop Wing B4 86 Durham Sorby Centre for Electron Microscopy Road Car Park Civil and Structural Engineering H3 170 Jobshop E4 120 H2 192 Clinical Psychology C3 34, 35 Journalism Studies G3 167 Soundhouse F3 158 Computer Science G3 166 Sport Shefeld B3 30 Corporate Afairs D3 106 K Student Advice Centre E4 120 Student Conduct and Appeals Ofce E4 120 Counselling Service E4 122 Krebs Institute for Biomolecular Research D3 107 Customised Meetings, Events and Kroto Research Institute H2 192 Student Recruitment and Admissions E2 104 Accommodation (see Central Shefeld map) 10 Nanoscience and Technology Centre H2 191 Student Services E4 120 Student Services Information Desk (SSiD) E4 120 Medical School D L Student Skills and Development Centre (301) E4 149 200 Dainton Building E3 117 Landscape E2 104 Student Support and Guidance E4 120 Dental Practice Unit C4 44 Law D2 101 Students’ Union E4 120 Dental School C4 47 Learning and Teaching Services (LeTS) F4 157 Study Group Department for Lifelong Learning F4 156 Lifelong Learning F4 156 (see Central Shefeld map) 204 Development and Alumni Relations F4 160 SUEL (Shefeld University Enterprises Ltd) F3 183 Developmental Genetics D3 109 M Synthetic Turf Pitches B3 33 The Diamond G3 199 Management School Building A3 22 Disability and Dyslexia Support E3 112 Management School Doctoral Centre A3 23 T Drama Studio D4 74 Mappin Court G3 168 Taught Programmes Ofce E4 120 Mappin Hall H3 170 Theatre Workshop D4 74a E Materials Science and Engineering H3 172 Transport Services C5 85 Mathematics E3 121 East Asian Studies D4 75, 76, 77 Mechanical Engineering H3 170 U Economics G3 167 Medical and Dental Library C4 87 Edgar Allen House F4 156 Medical Illustration Unit C4 50 University Arms E3 126 The Edge (see Central Shefeld map) 10 Medical Physics and Clinical Engineering C5 88 University Health Service F4 154 Education D4 138 Medical School C5 88 University of Shefeld Enterprise (USE) G3 165 Electronic and Electrical Engineering H3 170, 177 Modern Languages Teaching Centre F3 184 Elmfeld Building B3 31 Modular Village H2 202 V Endclife Student Accommodation Molecular Biology and Vice-Chancellor’s Ofce D3 106 (see Central Shefeld map) 9 Biotechnology D3 105, 107, 108 Visitor Information (SSiD) E4 120 English F3 184 Music F3 188 > Theatre Workshop D4 74a N W English Language Teaching Centre Westcourt H4 179 Nanoscience and Technology Centre H2 191 (see Central Shefeld map) 150 Western Bank Library E3 103 National Fairground Archive E3 103 English Language Teaching Centre: Dyslexia White Rose East Asia Centre D4 75 Support E4 149 New Spring House F4 157 Enterprise Zone G3 165 North Campus H2 190, 191, 192 EPSRC National Centre for III-V Technologies H2 191 Northgate House H3 180 Nursery E5 145

© The University of Sheffield 2016 (Estates and Facilities Management) Sheffield and Facilities of © The University (Estates 2016 Estates and Facilities Management E2 104 61 Nursing C5 92, D5 93 Estates and Facilities Management Helpdesk H2 190 Examinations Ofce E4 120 0 40 80 120 160 200 240 metres 0–9 F O 301: Student Skills and Development Centre E4 149 Faculty Ofces Occupational Health Unit (HR) E2 104 > Arts and Humanities F3 195 Octagon Centre D4 118 ENGLISH LANGUAGE A > Engineering H3 170 Ophthalmology and Orthoptics C5 88 University TEACHING CENTRE Academic Unit of Clinical Oncology B4 41 > Medicine, Dentistry and Health C5 92 (see Central Sheffield > Science E3 113 P map overleaf) Academic Unit of Medical Education C5 88 Accommodation and Commercial Services > Social Sciences G3 197 Pam Liversidge Building H2 174 Campus Finance Department E2 104 (see Central Shefeld map) 10 Parking Services H2 190 Firth Court D3 105 Addison Building D3 113 Perak Laboratories E3 110 Firth Hall D3 105 Adult Dental Care C4 47 Philippa Cottam Communication Clinic C3 37 Florey Building D3 114 Aerospace Engineering H3 170 French F3 184 Philosophy G4 161 Alfred Denny Building E3 111 Physics and Astronomy E3 121 Allen Court F2 198 G Planning and Governance Services F4 156 Alumni Relations F4 160 Politics B3 31 Garden Street Laboratories H2 193 Amy Johnson Building H3 173 Gatehouse H2 201 Polymer Centre E3 117 Animal and Plant Sciences E3 111 Genomic Medicine C4 87 Portering Services E2 104 Antibody Resource Centre D3 108 Geography and Urban Planning D2 102 Portobello Centre H3 177 Archaeology H3 180 George Porter Building H2 190 Print and Design Solutions E3 151 Architecture E2 104 Germanic Studies F3 184 PropertywithUS E4 120 Arthur Willis Environment Centre A3 28 Glossop Road Student Accommodation D5 200 Psychology C3 34 Arts Tower E2 104 Goodwin Sports Centre B3 30 Audio Visual Service F3 134 Graduate Research Centre E3 117 R Automatic Control and Systems Ranmoor Student Accommodation Engineering H3 173, 176 H (see Central Shefeld map) 1 202 Hallamshire Hospital C4 87 Modular Regent Court G3 166 Hawley Building H3 182 201 Village B Research and Innovation Services F4 157 Health and Safety E2 104 Richard Roberts Building E3 116 Allen Bar One E4 120 HEFCE Catalyst Team E4 203 Geography and Court The Ridge (see Central Shefeld map) 1 Urban Planning Barber House C5 92 Henry Wellcome Laboratories C5 88 Barber House Annexe Robert Hill Institute E3 110 198 Pam Liversidge D5 93 Hicks Building E3 121 Bartolomé House D2 101 Hillsborough Centre E3 112 Rolls-Royce UTC (University Technology Centre) Management Bioincubator F3 183 Hispanic Studies F3 184 School > Advanced Electrical Machines and Drives H3 170 Biomedical Science D3 108, 109, 114 History F3 184 E3 112, 113 Human Communication Sciences C3 37 > Control and Systems Engineering H3 173 Human Resources E2 104 Royal Hallamshire Hospital C4 87 Sport Blackwell’s Academic Bookshop F3 184 199 Humanities Research Institute F3 195 Russian and Slavonic Studies F3 184 Elmfield Building Sheffield Broad Lane Court G3 169 Brook Hill Hall E3 125 Humanities Research Institute Conference The Diamond and Seminar Rooms F3 196 S Husband Building C D4 138 S10health B3 30 Campus Services E2 104 St George’s Flats G3 164 I St George’s IT Centre H3 170 Careers Service D4 138 ICOSS (Interdisciplinary Centre > Jobshop E4 120 St George’s Lecture Theatre G3 164 of the Social Sciences) G3 197 School of Health and Related Research Cash Ofce E4 120 Income Ofce E4 120 (ScHARR) G3 166 Central Annexe E3 151 Information Commons F3 133 Security Services F4 135 Henderson's Centre for Developmental and Information School G3 166 Pub (opening Shefeld Institute for Interdisciplinary Winter 2016/17) Biomedical Genetics D3 107, 108, 109 Innovation Centre G3 155 Biblical Studies (SIIBS) F3 184 Graves Institute of Work Psychology A3 22 Building Chaplaincy D4 118 Shefeld Methods Institute G3 197 International Relations E2 104 RANMOOR AND Charles Cliford Dental Hospital C4 46 Sir Frederick Mappin Building H3 170 Interval Cafe Bar E3 119 ENDCLIFFE STUDENT Chemical and Biological Engineering H3 171 Sir Henry Stephenson Building H3 176 Chemistry E3 117 Islamic Centre B4 40 Dental 299 Sir Robert Hadfeld Building H3 172 ACCOMMODATION School Glossop New Child Health C3 64 J SITraN (Shefeld Institute for Road Spring Children’s Hospital D4 65 Translational Neuroscience) D5 96 AND BROOMHILL Brunswick House Jessop Building F3 188 House CiCS (Corporate Information Skills for Life Building E4 149 Jessop West F3 184 and Computing Services) F3 134, E4 139 Sociological Studies B3 31 Jessop Wing B4 86 Durham Sorby Centre for Electron Microscopy Road Car Park Civil and Structural Engineering H3 170 Jobshop E4 120 H2 192 Clinical Psychology C3 34, 35 Journalism Studies G3 167 Soundhouse F3 158 Computer Science G3 166 Sport Shefeld B3 30 Corporate Afairs D3 106 K Student Advice Centre E4 120 Student Conduct and Appeals Ofce E4 120 Counselling Service E4 122 Krebs Institute for Biomolecular Research D3 107 Customised Meetings, Events and Kroto Research Institute H2 192 Student Recruitment and Admissions E2 104 Accommodation (see Central Shefeld map) 10 Nanoscience and Technology Centre H2 191 Student Services E4 120 Student Services Information Desk (SSiD) E4 120 Medical School D L Student Skills and Development Centre (301) E4 149 200 Dainton Building E3 117 Landscape E2 104 Student Support and Guidance E4 120 Dental Practice Unit C4 44 Law D2 101 Students’ Union E4 120 Dental School C4 47 Learning and Teaching Services (LeTS) F4 157 Study Group Department for Lifelong Learning F4 156 Lifelong Learning F4 156 (see Central Shefeld map) 204 Development and Alumni Relations F4 160 SUEL (Shefeld University Enterprises Ltd) F3 183 Developmental Genetics D3 109 M Synthetic Turf Pitches B3 33 The Diamond G3 199 Management School Building A3 22 Disability and Dyslexia Support E3 112 Management School Doctoral Centre A3 23 T Drama Studio D4 74 Mappin Court G3 168 Taught Programmes Ofce E4 120 Mappin Hall H3 170 Theatre Workshop D4 74a E Materials Science and Engineering H3 172 Transport Services C5 85 Mathematics E3 121 East Asian Studies D4 75, 76, 77 Mechanical Engineering H3 170 U Economics G3 167 Medical and Dental Library C4 87 Edgar Allen House F4 156 Medical Illustration Unit C4 50 University Arms E3 126 The Edge (see Central Shefeld map) 10 Medical Physics and Clinical Engineering C5 88 University Health Service F4 154 Education D4 138 Medical School C5 88 University of Shefeld Enterprise (USE) G3 165 Electronic and Electrical Engineering H3 170, 177 Modern Languages Teaching Centre F3 184 Elmfeld Building B3 31 Modular Village H2 202 V Endclife Student Accommodation Molecular Biology and Vice-Chancellor’s Ofce D3 106 (see Central Shefeld map) 9 Biotechnology D3 105, 107, 108 Visitor Information (SSiD) E4 120 English F3 184 Music F3 188 > Theatre Workshop D4 74a N W English Language Teaching Centre Westcourt H4 179 Nanoscience and Technology Centre H2 191 (see Central Shefeld map) 150 Western Bank Library E3 103 National Fairground Archive E3 103 English Language Teaching Centre: Dyslexia White Rose East Asia Centre D4 75 Support E4 149 New Spring House F4 157 Enterprise Zone G3 165 North Campus H2 190, 191, 192 EPSRC National Centre for III-V Technologies H2 191 Northgate House H3 180 Nursery E5 145

© The University of Sheffield 2016 (Estates and Facilities Management) Sheffield and Facilities of © The University (Estates 2016 Estates and Facilities Management E2 104 Nursing C5 92, D5 93 Estates and Facilities Management Helpdesk H2 190 Examinations Ofce E4 120 0 40 80 120 160 200 240 metres 61 University Services SSID Student Services Information Desk SSID is a central point for general information on many University services.

Contact: http://www.sheffield.ac.uk/ssid Students Union Western Bank Sheffield, S10 2TG Tel: 0114 2221299 Open: Monday to Friday 9am - 5pm

Disability and Dyslexia Support Service http://www.sheffield.ac.uk/ssid/disability

If you have an impairment or condition that can make it difficult for you to undertake study-related tasks like sitting exams, reading, planning and writing assignments, attending classes and taking notes in them or delivering presentations, then you are likely to be eligible for disability support. DDSS supports students who: • are blind or partially sighted • have a specific learning difficulty such • are deaf or hard of hearing as dyslexia, dyspraxia or ADHD • have a long standing illness or health condition • have a mental health condition such as such as asthma, epilepsy or chronic fatigue depression or an anxiety disorder syndrome • have an autism spectrum condition • have a physical impairment or mobility difficulty This is not an exhaustive list; if you have an impairment or condition that is not covered here but which has an impact on your studies please contact DDSS to discuss what support they can offer you. To find out what support is available and how to set it up, click on one of the links below: What support is available? Setting up my support Disabled Students' Allowances

The Medical School Disability Liaison Officer is: Paula Blackwell email: [email protected]

Student Access to Mental Health Support (SAMHS) https://www.sheffield.ac.uk/mental-wellbeing

SAMHS is the first point of contact for any University of Sheffield student to explore a broad range of mental health support needs in a single triage appointment. Through a triage appointment you can access a wide number of options that will be recommended individually to support your mental wellbeing.

Careers Service The Careers Service and Research and Innovation Services have formed a partnership to ensure that you have access to the support you need in order to make a successful transition from your research degree to the next stage of your career. There are, of course, other people in the University, particularly your supervisors and other academic colleagues, who can help you to plan your career and you should take full advantage of all the help that is available to you. Our website will provide you with a good introduction to career planning and explain more fully how the Careers Service can help you. https://www.sheffield.ac.uk/careers/postgraduates/research