BSc (Hons) Biomedical Science (BV)

Transcription

1 Programme Specification BSc (Hons) Biomedical Science (BV) Valid from: 2015 Faculty of Health and Life Sciences

2 SECTION 1: GENERAL INFORMATION Awarding body: Teaching institution and location: Final award: Programme title: Interim exit awards and award titles: Brookes course code: UCAS/UKPASS code: JACS code: Mode of delivery: Mode/s and duration of study: Language of study: Relevant QAA subject benchmark statement/s: External accreditation/recognition: (applicable to programmes with professional body approval) Faculty managing the programme: Date of production (or most recent revision) of specification: Oxford Brookes University Oxford Brookes University BSc (Hons) Biomedical Science BSc Ordinary Biomedical Science DipHE, CertHE BV B900 C700 Molecular Biology, Biophysics and Biochemistry Face to Face FT, PT English Biomedical Science (2007) Award of BSc (Hons) Biomedical Science is accredited by the Institute of Biomedical Science. Faculty of Health and Life Sciences 2015 IBMS re-accreditation event SECTION 2: OVERVIEW AND PROGRAMME AIMS 2.1 Rationale for and/or Distinctive features of the programme The purpose of the BSc (Hons) Biomedical Science programme is to offer a structured yet flexible and coherent programme of study to students seeking careers in the health professions. It is designed to give students a broad understanding of the scientific investigation of human health and disease. The Biomedical Science degree from Oxford Brookes has been accredited by the Institute of Biomedical Science (IBMS), the professional body for biomedical scientists. Accreditation means professional recognition. Our staff are engaged in ground-breaking research into breast cancer and neurodegenerative disorders. With some of the UK's best hospitals on our doorstep, there are excellent work placement and career opportunities. As well as delivering this course with the

3 support of local hospitals, members of the course team are in the vanguard of research into molecular drug delivery systems, molecular neuroscience, DNA structure and function as well as biofilms and clinically important immunohistochemistry tests. 2.2 Aims of the programme The programme seeks to: develop an understanding of the fundamental and key principles of the biomedical sciences provide a sound knowledge and understanding of diagnosis and treatment of disease stimulate an awareness of the major issues at the forefront of biomedical science develop an insight into the important clinical issues in biomedical science develop an understanding of the nature, scope and limitations of the scientific method develop the intellectual and practical skills required to design and execute worthwhile experiments develop the ability to interpret experimental data produce graduates who can work competently and are aware of the ethical implications of their work encourage the ability to think in an integrated manner and analyse problems from different perspectives prepare students for employment in a wide range of biomedical related areas with the qualities needed in situations which require professionalism, independent thought, personal responsibility, and decision making in complex and unpredictable circumstances enable students to engage with life-long learning, study and scientific enquiry and to appreciate the importance of education in a social context. SECTION 3: PROGRAMME LEARNING OUTCOMES On successful completion of the programme, graduates will demonstrate the following Brookes Attributes: 3.1 Academic literacy (1) an in-depth understanding of subject specific core knowledge including knowledge of clinical laboratory specialisms and transferable skills in biomedical science (fits also 2) the facility to apply the knowledge and skills in the educational framework which has been provided to develop more advanced knowledge and skills through life-long learning (fits also 3) the ability to access information from a variety of sources and communicate effectively both orally and in writing the knowledge and understanding of disease processes in the context of laboratory investigations of patient samples in each of the clinical lab specialisms the understanding and the requisite knowledge of the subject areas selected for Biomedical Science as well as a broader appreciation of the discipline the capacity to appraise, evaluate novel developments within biomedical science the capability to articulate the relationship between the various cognate disciplines which contribute to biomedical science and value their importance in their understanding of this subject 3.2 Research literacy (2)

4 the capability to interpret experimental data in terms of current paradigms in the biosciences (fits also 1,2,3) the facility to plan, execute and present an independent piece of research building on opportunities for more specialised, in-depth study in several areas of their own choosing within the course such as the final year research project the skills to analyse, summarise and synthesise subject-specific information ((fits also 1) the competency to practice of the scientific method of enquiry design and conduct studies to investigate the molecular activity of cells the skills to observe, interpret, evaluate and integrate ideas and evidence in the biomedical sciences to support findings and hypotheses (fits also 1) an ability to record and report findings using accepted scientific formats 3.3. Critical self-awareness and personal literacy (3) the competency to adopt safe working practices in the laboratory and select, use competently and safely appropriate laboratory methods and techniques (fits also 2) a confidence and ability to develop as independent learners, and to enhance employability an understanding of the experience of working in an NHS hospital an facility to express ideas using appropriate scientific and subject-specific lexicon (fits also 1) the capability to integrate and apply the qualities, skills and intellectual rigour, developed during study, to situations which require professionalism, independent thought, personal responsibility, critical self-awareness, decision making in complex and unpredictable circumstances, problem solving skills and the ability to work in a range of roles within a team 3.4 Digital and information literacy (4) the knowledge to apply information technology for scientific purposes, communication, data management, data analysis and presentation, information retrieval and learning the skills to search the scientific literature, extract information, organise and evaluate it the facility to select and apply specialised software for discipline specific purposes 3.5 Active citizenship (5) the ability to articulate the inherent global perspective of science and the universality of its principles and language the capacity to appraise and communicate global perspectives, developed through topics or even modules, that relate to particular international issues or contexts such as in nutrition and epidemiology

5 SECTION 4: PROGRAMME STRUCTURE AND CURRICULUM 4.1 Programme structure and requirements: Module Code Module Title Credits Level Status* Semester of delivery U14502 Biology of Cells 30 4 C 1&2 U14504 Human Structure & Function 30 4 C 1&2 U14505 Chemistry of Cells 30 4 C 1&2 U15503 Skills for Life Scientists 30 4 C 1&2 U14520 Molecular Biology & Genetics 30 5 C 1 U14523 Research Methods for Healthcare Sciences 15 5 C 2 U14525 Biochemistry of Cell Function 30 5 C 1 U14533 Microbiology 15 5 C 2 U14551 Haematology & Immunology 15 5 C 2 U14552 Cellular Pathology 15 5 C 2 U14572 Clinical Biochemistry & Pharmacology 30 6 C 1&2 U14582 Infection, Immunity & Immunology 15 6 C 1 U14591 Molecular Biology of Cancer 15 6 C 1 U14592 Molecular Medicine 15 6 AC 2 U145XX Genomic Medicine 15 6 AC 2 U14675 Evidence Based Medicine & Diagnostics 15 6 AC 2 U14699 Project 30 6 C 1&2 or 2&1 U14665 Biomedical Laboratory Placement 0 5 O 1&2 *C = compulsory, O= optional, AC = compulsory (students must choose 2 out of these 3 modules) 4.2 Professional requirements Successful completion of all modules except for U14665, are required to graduate with a BSc Hons Biomedical Science accredited by the IBMS. Graduates awarded an Ordinary degree, CertHE or DipHE are not accredited by the IBMS. SECTION 5: PROGRAMME DELIVERY 5.1 Teaching, Learning and Assessment Discussions between programme staff teams have ensured that programmes are characterised by an appropriate breadth and depth of content that is informed by relevant benchmark statements, the requirements of accrediting bodies and the latest research. They include a variety of teaching, learning and assessment methods that are informed by contemporary practice in science teaching in higher education. All modules make use of the Brookes Virtual (Moodle) Learning Environment (typically for locating module resources, but often also for quizzes and coursework submissions), and most lectures are presented using PowerPoint. Assessment methods include examinations, essays, reviews, laboratory/field notebooks, scientific reports, posters and oral presentations. Reflective learning is encouraged through use of self, peer or staff formative feedback on assignments, group work and project work, and reflective diaries. Co-ordinated implementation of the University Assessment Compact has ensured that student s progress towards meeting programme outcomes while experiencing diversity and balance in assessment practice within and between modules and equity in module workloads. The Department is committed to providing students with clear assessment criteria, and useful and timely feedback on all their work.

6 The quality of academic provision for students will continue to be assessed regularly by programme teams, principally through annual student evaluation of each module, and through critical evaluation of the annual external examiner reports. Dissemination and encouragement of good practice will continue to be facilitated through staff development activities and operation of peer enhancement of teaching and learning scheme. Knowledge and understanding in many areas of science represented by programmes within the Department are rapidly advancing. Staff ensure that their teaching is kept up-to-date by integrating, where appropriate, the latest research findings in their lectures. Articles from primary research journals are featured in student reading lists, particularly at level 6, and students are encouraged to use primary research journals in preparing assignments. Research-active staff often give topicspecific lectures that focus on their research interests. Students also have the opportunity to attend weekly research-focused seminars delivered by members of staff or invited speakers. The standards that are expected in research are also widely taught and practised, and students who wish to develop a research-orientation to their studies may do so through studying modules included in a specified research pathway. The level 6 modules, in particular, provide opportunities for students to undertake substantial research-type activities (e.g., drafting a research proposal, consultancy activity, final year project) and to engage in independent learning and development within a supported environment (e.g. keeping reflective diaries, final year project). Cross-cultural capability and responsible citizenship are encouraged and nurtured in our programmes in a number of ways: the use in teaching of international text books and journals that expose UK students to non-uk perspectives; study abroad opportunities; international staff exchanges and visits that expose students to different cultural perspectives; the presence of international students on our programmes; the use of group-work to facilitate cultural interaction between home and international students and the inclusion of global perspectives within the curriculum encourages students to think beyond the traditional confines of science and engage with a wide range of science-based issues from different cultural perspectives. The programme handbook provides a commentary for students on how the Graduate Attributes are developed through the programme. In addition, students can expect to be introduced to the concept of Graduate Attributes during induction, and will have tutorial discussions with their academic advisor, particularly in their first year, which will focus on identifying module content and activities leading to their acquisition of Graduate Attributes, and their experience of them. 5.2 Assessment regulations The programme conforms to the University Regulations for the Undergraduate Modular Programme ( )

7 SECTION 6: ADMISSIONS 6.1 Entry criteria Minimum offer: GCSE Mathematics, English Language and Double Integrated Science or equivalent at C grade minimum Studied science post 16 either at A-level, BTEC, Access, International Baccalaureate or equivalent Typical offers: BBC at A-level BB at A-level plus CC at AS-level B at A-level plus 1 12 unit Vocational A-level at grade CC equivalent grades in other recognised qualifications Students who are studying more than one science subject at A-level may receive a lower offer because of their evident commitment to science. Preferred science subjects include Biology, Chemistry, Physics and Mathematics. Entry into Year 2 is possible with transfer of credit from another IBMS accredited course at another University via the University s Approved Prior Learning (APL) process. The University s general entry requirements can be viewed at: DBS checks N/A SECTION 7: STUDENT SUPPORT AND GUIDANCE Our Personal and Academic Support System (PASS) is gaining national and international recognition for its proactive approach to personal tutoring. It recognises that students need to make various adjustments as they move into higher education, whether from school or employment. The system encompasses three elements: A structured group tutorial programme focussing on professional and study skill development An academic adviser who will help the students to plan their degree programme and future career Interaction with other students within a small group on your course. The first stage includes regular tutorials covering a wide range of subjects including science, research and study skills, understanding assessment criteria and making the most of coursework feedback. Our programme also helps students adjust to university life by developing their transferable skills. Secondly, our academic staff monitor student progress regularly to check that they are maximising their potential. If they experience academic difficulties we can arrange for them to receive academic mentoring support.

8 Thirdly, if students are faced with challenges that affect their ability to study, such as illness, bereavement, depression, financial difficulties or accommodation issues, we will work with them in finding a way forward. The student support co-ordinator is trained for and leads on such issues often leasing with the academic advisors. There are also a number of general support services including learning and personal support services. These range from academic advisers and support co-ordinators to specialist subject librarians, career advisers and other learning support staff all designed to ensure that students get the best out of their studies. In addition to this on arrival the students are welcomed into the University and onto their course with an induction programme and the students are made aware of the many sources of information such as programme handbooks and individual module handbooks as well as their key academic and support staff. SECTION 8: GRADUATE EMPLOYABILITY Biomedical science is a continually changing and dynamic profession and thus offers a variety of career opportunities with excellent promotion prospects including specialist laboratory work, expert and consultant roles, research, education and management. The title Biomedical Scientist is a legally protected title as individuals must be registered with the Health Care and Professions Council (HCPC), the profession s regulator and following the degree many students work within the NHS clinical labs building up their registration portfolio towards HCPC registration, then continue in a career as a Biomedical Scientist. Once qualified, many biomedical scientists work in Pathology and Clinical laboratories for the NHS and private sector. Biomedical scientists who have graduated from the course are also employed in other roles such as the university laboratories, forensic, pharmaceutical and product manufacturers, clinical trials and regulatory affairs. Others graduates have gone on to further study for Masters, PhD and in graduate medicine in the UK and internationally. Our students pursue a wide diversity of career options. Opportunities include biomedical research and professional paramedical fields such as clinical biochemistry, clinical microbiology or pathology, where you would be involved in cutting-edge health care delivery in a hospital. As many as 50% of our graduates each year are appointed to research posts in universities, research institutes or biotechnology companies, while others pursue careers allied to medicine and health care. SECTION 9: LINKS WITH EMPLOYERS The programme has close links with employers, and Clinical Scientists from the Oxford University NHS Hospitals Trust are involved in the development and delivery of the course. In addition to lecturing, assessment and delivering clinical specialist areas they also offer final year projects and placements or internships in their laboratories.

9 SECTION 10: QUALITY MANAGEMENT Indicators of quality/methods for evaluating the quality of provision The quality of academic provision for students will continue to be assessed regularly by programme teams, principally through annual student evaluation of each module,critical evaluation of the annual external examiner reports, and the Institutional Annual Review and Periodic Review 10.1 Professional accreditation The programme has accreditation from the Institute of Biomedical Science REF submission In the 2014 Research Excellence Framework (REF) the research in the Department was included in 5- (Biological Sciences) and was rated with 94% of submitted research rated as Internationally Significant These processes ensure that the programme remains current, research led and rigorous as well as enhancing its delivery to and the experience of the students enrolled on it.