COURSE TITLE: BSc (Hons) Biomedical Science DL PLEASE NOTE: This specification provides a concise summary of the main features of the course and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he or she takes full advantage of the learning opportunities provided. More detailed information on the specific learning outcomes, content and the learning, teaching and assessment methods of each module can be found in the module booklet. 1. AWARDING BODY: University of Ulster 2. TEACHING INSTITUTION: University of Ulster 3. LOCATION: Fully Online 4. ACCREDITED BY: Institute of Biomedical Science (IBMS) 5. FINAL AWARD: Bachelor of Science with Honours 6. MODE OF ATTENDANCE: Part-time 7. SPECIALISMS: 8. EFFECTIVE FROM: September 2015 9. EDUCATIONAL AIMS OF THE COURSE: The overall purpose of the course is to provide an academically challenging and vocationally relevant science education for those Foundation Degree in Applied and Medical Sciences, Biomedical Sciences, Biosciences or Healthcare Sciences graduates or equivalent subdegree graduates working in a clinical healthcare setting in Life Sciences, the pharmaceutical industry or other areas of biomedical science, producing competent graduates to meet local regional and national needs. The course aims to provide opportunities for students to: Demonstrate knowledge and understanding of biomedical science, human health and disease; Develop core skills necessary to evaluate and to undertake research in biomedical sciences; and Apply intellectual, practical, enterprise and personal skills (including communication, teamwork, problem-solving, decision making, initiative and creativity) to enable effective life-long learning in biomedical sciences. 10. MAIN LEARNING OUTCOMES The following reference points were used to inform the development of the programme and its learning outcomes: The following reference points were used to inform the development of the programme and its learning outcomes: 1 June 2015
The University s Vision and Core Strategic Aims, Learning and Teaching Strategy and Policies; Current research or other advanced scholarship performed by academic staff; QAA Subject Benchmark Statement for Biomedical Science, December 2007; QAA Subject Benchmark Statement for Bioscience, December 2007; Requirements of the Professional Bodies as specified in the Course Validation Guidance for Applicants from the IBMS; Views from Employers; The Modernising Scientific Careers programme developed by the Department of Health; and National and University qualifications and credit frameworks. The course provides opportunities for students to achieve and demonstrate the following learning. Successful students will be able to: 10K K1 K2 K3 K4 KNOWLEDGE AND UNDERSTANDING Evaluate and discuss key scientific principles underpinning the biomedical sciences and have gained knowledge and core theoretical understanding of the multidisciplinary nature of the study of human disease. Discuss and apply theories, concepts and principles relating to scientific integrity, biomedical science in practice and core cellular and molecular processes underlying health and disease. Acquire, organise, analyse, interpret and present data and other information relating to practical aspects or current advances, issues and controversies in the biomedical sciences. Describe the evolution and nature of the research process; design and evaluate biomedical research studies and display entrepreneurial and core practical and intellectual skills. Learning and Teaching Methods Subject-related knowledge and understanding are acquired through lectures (via BBLearn materials), tutorials (with etutors via BBLearn communication tools), seminars (via BBLearn discussion forums), directed-reading, computer-assisted learning, practical sessions (at work place where appropriate or via intensive 2-3 day blocks at Coleraine Campus, typically once per academic year) and case studies. 2 June 2015
Assessment Methods Examinations (by guarantor* or on-campus) will be used to assess outcomes and ensure learning and integration of knowledge. Structured coursework will include online class tests, practical reports, case studies, poster presentation, literature-based assignments, a project report and a telephone interview to defend project work. *A guarantor is a professional (often at the workplace of the student) identified by the student and approved by the Course Director. The guarantor agrees to receive the exam paper by email on the morning (UK time) of the scheduled on-campus exam session, conduct the exam with the student according to the University s procedures and return the exam script to the School s elearning support unit. 10I I1 I2 I3 INTELLECTUAL QUALITIES Integrate, critically analyse, synthesise and utilise scientific literature and information in biomedical sciences from a wide range of sources and draw reasoned conclusions. Evaluate and reflect, set tasks and select appropriate and reasoned approaches to solve problems. Formulate and apply the principles of scientific enquiry to plan and undertake hypothesis-driven biomedical research Learning and Teaching Methods Intellectual qualities are developed through lectures (via BBLearn materials), tutorials (with etutors via BBLearn communication tools), seminars (via BBLearn discussion forums), directed-reading, computer-assisted learning, practical sessions (at work place where appropriate or via intensive 3-4 day blocks at Coleraine Campus, typically once per academic year), problem-based learning scenarios, case studies and an independent project. Assessment Methods Written examinations (by guarantor or on-campus) and coursework including online class tests, case studies, practical reports, presentations and project reports. 10P P1 PROFESSIONAL/PRACTICAL SKILLS Analyse and interpret biomedical data and have an awareness of ethical issues relating to biomedical sciences. 3 June 2015
P2 P3 Demonstrate competency in scientific practical skills and methods required to work safely and effectively in a laboratory environment and conduct research in the biomedical sciences. Utilise library, computer and other resources to acquire, apply and disseminate scientific knowledge in reports, presentations, coursework and written examinations. Learning and Teaching Methods Practical and professional skills are developed through lectures through lectures (via BBLearn materials), tutorials (with etutors via BBLearn communication tools), seminars (via BBLearn discussion forums), practical sessions (at work place where appropriate or via intensive 2-3 day blocks at Coleraine Campus, typically once per academic year) and an independent project. Assessment Methods Problem-based coursework, practical reports, project reports, presentations and examinations. 10T T1 T2 T3 TRANSFERABLE SKILLS Communicate effectively at an appropriate level, utilising information technology and a range of formats and approaches. Show initiative, manage resources, solve problems and work effectively both independently and as part of a team. Effectively utilise library and computer resources to access and search for information in specified areas, from a range of sources; evaluating this information to draw reasoned conclusions or sustainable judgements to inform practice. Learning and Teaching Methods Transferable and key skills are developed throughout the course within lectures through lectures (via BBLearn materials), seminars (via BBLearn discussion forums), practical sessions (at work place where appropriate or via intensive 2-3 day blocks at Coleraine Campus, typically once per academic year) involving group and individual work, and through project preparation, implementation and write up. Assessment Methods Reports from practicals and projects, poster presentation and other appropriate assignments. 4 June 2015
10. PROGRAMME LEARNING OUTCOME MAP: BSc (Hons) Biomedical Science DL Please note: The matrix displays only the measurable programme outcomes and where these are developed and assessed within the modules offered in the programme. Module Code Module Title K1 K2 K3 K4 I1 I2 I3 P1 P2 P3 T1 T2 T3 Year: 1 Level: 4 BMS120 Physiology and Anatomy of the Human Body X X X X X X Year: 1 Level: 5 BIO318 Molecular Biology and Genetics X X X X X X X X X X X Year: 2 Level: 6 BIO509 Research skills X X X X X X X BMS502 Biology of Disease 4: Pathobiology X X X X X X X X X BMS524 Medical Microbiology X X X X X X X X X X BMS525 Clinical Immunology X X X X X X X X X X BMS527 Cellular Pathology X X X X X X X X X X Year: 3 Level: 6 BIO511 Project: Applied Biosciences X X X X X X X X X X BMS503 Professional Practice: HSLS X X X X X X X X X BMS514 Haematology and transfusion science X X X X X X X X X X BMS516 Clinical biochemistry X X X X X X X X X X X 5 June 2015
11. STRUCTURE AND REQUIREMENTS FOR THE AWARD Language of instruction: English This programme integrates theory and practice in a range of biomedical science subjects and complementary research studies, and leads to the award a Bachelor of Science Degree with Honours in Biomedical Science (DL). This programme has been introduced primarily to support the career development of associate practitioners in the NHS pathology workforce. Normally, such entrants are Foundation Degree graduates in a relevant science subject who gain accreditation for prior certificated learning totalling 120 credit points at Level 4 and 100 credit points at Level 5. These typical entrants must first successfully complete a bridging module in Molecular Biology and Genetics (20 credit points at level 5) before progressing to 120 credit points of Level 6 studies which are typically taken over 2 academic years, although a fast track mode of Level 6 studies in one full calendar year is also offered. In addition, some entrants are required to take an additional bridging module, Physiology and Anatomy of the Human Body (20 credit points at Level 4). However, entrants who have the requisite relevant 120 credits at Level 4 and 120 credits at Level 5, inclusive of Physiology and Anatomy of the Human Body and Molecular Biology and Genetics, can directly enter the suite of Level 6 modules. Bridging modules Physiology and Anatomy of the Human Body (20 credits at level 4) Optional Molecular Biology and Genetics (20 credits at level 5) Optional Basic knowledge of Human anatomy and physiology, and Genetics and molecular biology is required within an accredited Biomedical Science degree by the IBMS. If a student has little or no formal learning experience in one or both of these subjects then he or she will need to take the bridging module(s). Year 1 Semester I (level 6) Medical Microbiology (15 credits) Compulsory Clinical Immunology (15 credits) Compulsory 6 June 2015
The Medical Microbiology module introduces the biology of microorganisms that cause human infection and explores the diversity of pathogenic mechanisms in operation for a range of diseases. Experimental and diagnostic techniques that underpin the discipline are also presented. The Clinical immunology module provides knowledge of key concepts in fundamental and clinical immunology and understanding of the value of applying such knowledge in clinical environments. Semester II (level 6) Biology of Disease 4: Pathobiology (10 credits) Compulsory Research Skills (10 credits) Compulsory Cellular Pathology (15 credits) Compulsory The Biology of Disease 4: Pathobiology module provides an in-depth understanding of key concepts in pathobiology for study in the biomedical sciences. The Research Skills module effectively paves the way for the Project: Applied Biosciences module, enabling students to secure an Honours project topic and select appropriate methodologies in order to achieve project goals. The Cellular Pathology module is designed to meet the changing needs of the cellular pathology laboratory and as such will provide up-to-date theoretical knowledge combined with practical laboratory based work experience. Year 2 Semester I (level 6) Haematology and Transfusion Science (15 credits) Compulsory Project: Applied Biosciences (15 credits) Compulsory The taught module provides a comprehensive overview of key concepts in haematology and transfusion science, with emphasis on their relevance in health and disease, as well as an appreciation of the application of these concepts in clinical practice. The Project must 7 June 2015
include an element of primary data collection, and it requires students to carry out a piece of independent research, under supervision, in an area of bioscience, which typically draws on the student s work-place, or is selected from a list of staff specified, non-laboratory based (dry) projects. Semester II (level 6) Clinical Biochemistry (15 credits) Compulsory Professional Practice in Healthcare Science (10 credits) Compulsory The Clinical Biochemistry module is designed to provide an understanding in clinical biochemistry sufficient to underpin further study in the biomedical sciences. The Professional Practice module develops the core principles of professional practice in Biomedical Science. 8 June 2015
TABLE BSc (Hons) Biomedical Science DL (Part-time) Year Semester Level Module Title Code Credit Value Status Compulsory (c) / Optional (o) 1 1 4 Physiology and Anatomy of the Human Body BMS120 20 O 1 1 5 Molecular Biology and Genetics BIO318 20 O 2 1 6 Clinical Immunology BMS525 15 C 2 1 6 Medical Microbiology BMS524 15 C 2 2 6 Research skills BIO509 10 C 2 2 6 Biology of Disease 4: Pathobiology BMS502 10 C 2 2 6 Cellular Pathology BMS527 15 C 3 1 6 Haematology and transfusion science BMS514 15 C 3 1 & 2 6 Project: Applied Biosciences BIO511 15 C 3 2 6 Professional Practice: HSLS BMS503 10 C 3 2 6 Clinical biochemistry BMS516 15 C 9 June 2015
12. SUPPORT FOR STUDENTS AND THEIR LEARNING Students and their learning are supported in a number of ways: Induction Process: Students complete an online induction session in advance of the start of semester in order to introduce them to the Blackboard Learn online learning environment and University resources. Programme Handbook: Each student is provided with access to the programme Handbook available on the Course Support Area through BBLearn. The Handbook contains necessary information regarding the University and School policies, in addition to course specific information. Module Handbook: Describes the content, teaching and assessment schedules and a list of recommended texts for each module delivered. The Course Director: Provides the administration of the course. Advisors of Studies: Each student is assigned an Advisor of Studies, who is an academic member of the subject team. In addition they may approach the Course Director or any other Course Committee academic staff member should they wish to do so. Personal Development Planning: Students are introduced to the Professional and Career Enhancement (PACE) System during induction and then supported by their Advisor of Studies. Career Development Centre: A centralised careers service is available to help students develop their employability skills during their time at university. Information Services Department: Through University internet/intranet. Library Services: Students are introduced to library services and its use for subject specific purposes during online induction. Students can also contact the Faculty library team for support in searching for scientific information tailored to subject specific requirements. BBLearn Module Resource and Course Support Areas: Students are introduced to these through individual module co-ordinators and Course Director. Blackboard Helpdesk: Provide technical support to distance learning students elearning Support Unit: Provide administrative support to student s and etutors Student Support Department: Through student counsellors, medical centre staff, financial advisers, accommodation officers, crèche facilities and others. Sport and Recreation Department: Students are encouraged to use the sports facilities available on campus and beyond. International Office: Provides support especially for overseas students. Students Union: Provides student entertainment and refreshment, sport and other special interest clubs and societies in addition to financial support in emergencies and legal advice where required. Chaplaincy: Available to help and support all students regardless of their religion or faith background. 10 June 2015
13. CRITERIA FOR ADMISSION Applicants must (a) satisfy the University s general entry requirements; AND (b) satisfy specific academic subject requirements for admission as detailed below: 1. hold a Foundation Degree in Applied and Medical Sciences, Biomedical and Applied Science, Biomedical Studies, Healthcare Science (Biomedical Science), Human Biosciences, Medical Science or closely related subject. OR 2. hold a BTEC HND or National Diploma/BSc (Ord) qualification in the life sciences from an institution of the United Kingdom or the Republic of Ireland, from the Council of National Academic Awards, the National Council for Educational Awards, the Higher Education Training and Awards Council, or from an institution of another country which is recognised as being of an equivalent standard in an approved alternative qualification. AND (c) normally be employed as a medical laboratory assistant, trainee biomedical scientist or equivalent in a hospital or research laboratory or have access to similar medical facilities. AND (d) meet the minimum technical specification required by the Institute of Lifelong Learning for distance learners. AND 11 June 2015
(e) must be able to fulfil requirements for a number of laboratory practical sessions. If such applicants work in, or have access to approved training laboratories in the NHS or equivalent their practical sessions can be carried out at their place of work. Otherwise, the required practical sessions at Level 6 must be carried out as a block over 2-3 days on up to two occasions at the University laboratories in Coleraine. This degree programme is accredited by the Institute of Biomedical Science. Please check the IBMS website http://www.ibms.org for up to date information. BSc Hons Biomedical Science DL PT at the University of Ulster is designed for sub degree graduates in biomedical science and human biosciences, and such successful applicants are awarded accreditation for prior certificated learning to a maximum of 120 credits at level 4 and 120 credits at level 5. Sub degree graduates seeking entry onto this programme should not send their sub degree qualification to the IBMS for prior assessment. The admission criteria set and the process used for admission by Ulster University requires an assessment of such sub degree studies against a checklist of basic knowledge, which has been developed in line with IBMS requirements Where an applicant is deficient in one or both of the following basic knowledge IBMS requirements, in addition to studying 120 credits at level 6, the successful applicant will first have to study Physiology and Anatomy of the Human Body (20 credits - level 4) and/or Molecular Biology and Genetics (20 credits - level 5). The Physiology and Anatomy module requires attendance at practical sessions over 1 day at the University laboratories in Coleraine. The Molecular Biology and Genetics (Level 5) module requires either attendance at practical sessions over 2 consecutive days at the University laboratories in Coleraine or completion of the specified practical sessions in his or her work place Where an applicant is deficient in Biochemistry and/or Cell Biology then the applicant will first have to secure such pre-requisites from another Tertiary Education provider before an offer to the BSc Hons Biomedical Science PT DL at the University of Ulster can be made. 14. EVALUATING AND IMPROVING THE QUALITY AND STANDARDS OF LEARNING AND TEACHING 12 June 2015
Quality and standards are evaluated and improved through consideration of: The Staff Student Consultative Committee: The committee meets using on-line discussion in the VLE a minimum of once each semester to discuss course delivery and related matters and includes student representatives appointed for each year of the programme. The Subject Committee: This committee encompasses all members of academic staff who are involved with the programme and student class representatives. It oversees and monitors all developments within the programme and has responsibility for its design and effective delivery. Module Evaluation: Every module is reviewed and evaluated by students and staff each academic year. External Examiners: Scrutinise examination papers, coursework, student scripts, and submit a written report to the University for consideration by the Subject Committee. elearning support: Respective support from the elearning support unit and Blackboard Helpdesk for trouble shooting enrolment and educational technology / Blackboard issues that some students may encounter. National Student Survey: Views of graduates are sought on an annual basis. University Administrative Departments: Statistical data available from the Quality Management and Audit Unit, the Faculty of Life and Health Sciences, the Career Development Centre and the School of Biomedical Sciences is used to internally review the programme, evaluate modules and monitor career progression. Quality Assurance Agency: The programme is designed to ensure compliance with the benchmark criteria and standards for optometry defined by the QAA. Professional Accreditation: The programme is accredited by The Institute of Biomedical Science. Internal Periodic Review: The University has a cyclical five year programme of internal review and revalidation. Module monitoring identifies at risk modules and implements a review process in order to improve the module and address any issues. Employer Views: Are sought via informal feedback mechanisms and through an established Employer Liaison Group. Peer Supported Review: Each year, each member of teaching staff is encouraged to undertake an initiative to improve some aspect of their teaching and learning performance, supported by another colleague within the University. The School operates a Student Assessment of Teaching Questionnaire to provide an opportunity for individual staff to evaluate their teaching and to act on feedback received to enhance and develop their practice. Reports are produced for individual members of staff taking part and qualitative comments in the questionnaire are returned to staff for reflection and development purposes. Average scores for the School for each evaluation statement in the questionnaire are generated based on responses received for the sets of 13 June 2015
questionnaires completed in each academic year. In addition there are University/Faculty/School strategies for learning and teaching. 15. REGULATION OF STANDARDS Assessment Rules: Candidates shall be assessed in the modules for which they have enrolled in each year of study. Within each module candidates shall be assessed by coursework or a combination of coursework and examination. The pass mark for each module shall be 40%. Where a module is assessed by a combination of coursework and examination and is a core module a minimum mark of 40% shall be achieved in each assessment element. Where a module is assessed by a combination of coursework and examination and is not a core module a minimum mark of 35% shall be achieved in each element. In accordance with University policy, the final award for the BSc (Hons) Biomedical Science programme is determined exclusively by students average performance in the modules studied at the highest level (Level 6) with each module weighted according to its credit value. Level 6 100% The following percentages shall be used as a basis for determining candidates overall classification: Class I At least 70% Class II (Division i) (IIi) At least 60% and less than 70% Class II (Division ii) (IIii) At least 50% and less than 60% Class III At least 40% and less than 50% Internal Moderation: All examination scripts are anonymous. Examinations are internally moderated in accordance with University policy; with all fails, all scripts in excess of 70% and borderline scripts moderated, in addition to a selection from each of the classification bands. Coursework and clinical assignments are assessed using open assessment criteria. 14 June 2015
All project / dissertation assessments are double marked. External Examiners: The external examiner is an academic subject or professional expert appointed from outside the University and is a member of a HUCBMS Institution. Their key function is to contribute to the assurance of the standards of the award and the fair treatment of students. They are involved in the moderation and approval of assessments, and the moderation of marking undertaken by internal examiners. 16. INDICATORS OF QUALITY RELATING TO LEARNING AND TEACHING The course is accredited by the IBMS. Of the academic staff in the School of Biomedical Sciences at Ulster, over 30 are recognised practitioners (members/fellow) of the Higher Education Academy, hold the Postgraduate Certificate in University Teaching or Postgraduate Certificate in Higher Education Practice (PgCHEP), or hold an alternative equivalent qualification. There is one National Teaching Fellow and one Senior Fellow of the Higher Education Academy (SFHEA). Three members of the course team are Fellows of the Centre for Higher Education Research and Practice (CHERP) at Ulster. Two colleagues have been recognised for excellence in teaching through the University of Ulster Distinguished Teaching Fellowship Awards. Several members of the Subject team have been awarded CHEP (Ulster) Development Funding, Teaching Development Grants from the Higher Education Academy of from the JISC TechDis HEAT3 Scheme. This funding has supported innovations in the following areas: developing staff skills and understanding in using problem-based learning (PBL); using text messaging for student communication, in-class voting and feedback; facilitating audio feedback to students; and the use of reflective video logs in year one chemistry practical classes. Several staff members have past and current experience of external examining similar provision at other institutions. A number of staff are fellows or members of the IBMS. The School of Biomedical Sciences enjoys a national and international reputation for excellence in teaching and research. Biomedical Sciences research at Ulster was highly rated at the recent UK Research Excellence Framework Exercise (December 14). 15 June 2015