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LEEDS BECKETT UNIVERSITY

Course Specification 2018-19 BSc (Hons) Biomedical Sciences BIOMS Pathways BIOMB BSCH Biomedical Sciences and Medical

Biochemistry BIOMT BSCH Biomedical Sciences and Molecular

Biotechnology BIOMP BSCH Biomedical Sciences and Pharmacological

Sciences BIOMM BSCH Biomedical Sciences and Medical

Microbiology

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Record of Enhancement

No. Detail of modification (Provide a brief description of the modification and where the Course Specification has been updated)

Date Effective (Indicate the academic year of entry and course level(s) to which the modification will apply)

2 Removal of table to aid clarity of modules for pathways.

2018/19

3 Modifications and updates made as a result of the Royal Society of Biology (RSB) accreditation.

September 2018/19

Version Control

Version Control

Version number and date effective v1 from September 2018

For completion by Quality Assurance Services only:

Next Re-validation date Prior to August 2024

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Table of Contents 1. Course Rationale and Philosophy ............................................................................................ 4

2. Overview and Aims: ................................................................................................................. 5

2.1 Course Learning Outcomes (CLOs) ................................................................................... 6

2.2 Level Learning Outcomes (LLOs) ...................................................................................... 6

3. Course Structure ...................................................................................................................... 9

3.1 Course Learning Outcomes Mapping ............................................................................. 14

4. Student Progression .............................................................................................................. 15

5. Contained awards available................................................................................................... 15

6. Course Management ............................................................................................................. 17

6.1 Learning and Teaching Approaches ............................................................................... 18

6.2 Learning and Teaching Activities .................................................................................... 19

6.3 Graduate Attributes ....................................................................................................... 20

6.4 Use of the Virtual Learning Environment ....................................................................... 21

6.5 Assessment Strategy ...................................................................................................... 21

6.5.1 Assessment Weighting ............................................................................................ 22

6.5.2 Assessment Schedule .............................................................................................. 23

6.5.3 Module Assessment Methods ................................................................................ 24

6.5.4 Feedback on Assessed Coursework ........................................................................ 26

7. Reference Points used in course design and delivery ........................................................... 26

8. Enhancement and Monitoring .............................................................................................. 27

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Target award, course title, programme code: BIOMS BSCH Biomedical Sciences

Pathways BIOMB BSCH Biomedical Sciences and Medical Biochemistry BIOMT BSCH Biomedical Sciences and Molecular Biotechnology BIOMP BSCH Biomedical Sciences and Pharmacological Sciences BIOMM BSCH Biomedical Sciences and Medical Microbiology

Level of Qualification: 6 Length of programme, FT/PT and mode of study:

Programme Length Mode

Full-time 3 Years FT Campus-based

Part-time 6 years PT Campus-based

1. Course Rationale and Philosophy

The programme aims to provide a progressive and cohesive route of applied learning, enabling students to understand the relationship between biology and medical science and to apply this knowledge. We aim to develop student’s ability to critically evaluate and participate in multi-disciplinary work and to develop to a high level the professional skills and competencies essential for graduates in this field. The course includes a large amount of laboratory based practicals and projects, which develop technical and scientific skills as well as problem solving, analytical and other transferable skills. These hands on skills are much sought after by employers, and the course has been developed to expand the amount of laboratory time in an economic climate where many universities are cutting back on hands on laboratory practicals because of the expense. This university has shown its commitment to the development of employability skills in its biomedical sciences graduates by building the new multidisciplinary laboratory, which is used extensively by our students. In addition to subject specific knowledge and skills, graduates will have developed strong communication and IT skills, allowing them to function effectively and efficiently within the varied and demanding places of work. The programme of academic study will develop reflective learners able to take responsibility and be accountable for the process of their learning and its practical application. This will lay the foundation for career-long professional development and lifelong learning to support best professional practice and the maintenance of professional and personal standards and aspirations.

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All of our pathways are accredited by the Royal Society of Biology. The straight Biomedical Sciences pathway and Biomedical Sciences and Medical Biochemistry and Biomedical Sciences and Medical Microbiology pathways are intended to allow students to meet the requirements of the Institute of Biomedical Science (IBMS) for membership and meet the academic requirements for HCPC approval. This programme will enable students to apply to register as a Biomedical Scientist after completing the IBMS certificate of competence portfolio in a suitable IBMS approved lab. It is our desire to ensure that this framework of provision enables people from a range of backgrounds and levels of achievement to develop their capability to contribute to the health of society. To support this commitment, the course team has developed several modules aimed at supporting the transition to university-level work both in terms of study skills and practical skills. In addition, underlying scientific principles from physics, chemistry and maths have been integrated into level 4 modules to underpin teaching and learning at levels 5 and 6 and onwards.

2. Overview and Aims: The aims of the BSc (Hons) Biomedical Sciences programme are:

To provide a sound higher education in biomedical sciences as applied to human health and disease

To provide a progressive programme of study that enables students to achieve a scientific approach within all of the disciplines that inform an understanding of humans health and disease

To provide a supportive learning environment that encourages students to adopt the scientific process in order to formulate questions concerning health care science and to put forward and test the applicability of innovative solutions

To enable students to become lifelong learners through reflective and evaluative skills, allowing them to adapt and respond to change

To enable students to communicate effectively To enable students to develop a critical appreciation of existing knowledge bases and to

enable them to add to that knowledge by formulating and implementing effective research strategies to foster a responsible and thoughtful approach and an awareness of the ethical issues related to their studies

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2.1 Course Learning Outcomes (CLOs)

1 Describe the main principles, theories and concepts of the contributory disciplines of biomedical sciences, and be able to discuss the relative importance of the contribution of each of these disciplines to an understanding of current issues in the field of biomedical sciences on a global level, while demonstrating a specialist knowledge in the pathway area they have chosen to study

2 To appreciate the contribution of biomedical sciences to current advances in health sciences both in developed and developing countries

3 Demonstrate the ability to integrate the knowledge base from different disciplines to promote innovative solutions to problems and dilemmas

4 Demonstrate the ability to add to the knowledge base by the formulation of research questions and the development and implementation of appropriate research strategies

5 Demonstrate a range of employability skills such as communication, critical analysis, problem-solving, reflection, information retrieval skills, team work, plus confidently use digital technologies to enhance academic, personal, and professional development

6 Demonstrate the ability to carry out a range of laboratory techniques and procedures in line with those of a diagnostic or research laboratory

2.2 Level Learning Outcomes (LLOs)

FHEQ Level

No. Learning Outcome

4 1 Describe the main principles, theories and concepts of each of the contributory disciplines in biomedical sciences

4 2 Evaluate their individual strengths and weaknesses in the area of study skills and put into place strategies for improvements

4 3 Work effectively as an individual and in groups through the development of appropriate communication and study skills

4 4 Apply an enquiring, problem solving and reflective approach to study

4 5 Collect data from recommended sources and organise it appropriately

4 6 Apply practical laboratory and IT skills.

FHEQ Level

No.

5 1 Discuss and appraise the relative contribution of the different disciplines studied in providing explanatory frameworks within the broad field of biomedical Science.

5 2 Demonstrate their ability to apply the principles of scientific enquiry by formulating research questions and designing appropriate research strategies for data collection and problem solving using digital technologies to produce an original research protocol for the level 6 project module in a subject specific area commensurate with the pathway chosen

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5 3 Use the knowledge base from different disciplines in an integrative way to discuss key issues in their area of study, including differences between developing and developed countries

5 4 Perform a range of laboratory procedures commonly used in biomedical science

FHEQ Level No.

6 1 Discuss the relative importance of the disciplines studied to show an understanding of current issues at a global level

6 2 Demonstrate the ability to integrate the knowledge base from different disciplines to promote innovative solutions to problems

6 3 Critically evaluate research within the different disciplines, specialising in the subject specific areas from the pathway chosen

6 4 Demonstrate a broad range of laboratory based and analytical skills

6 5 Demonstrate the acquisition of employability skills including digital literacy

6 6 Demonstrate the interpretation of complex scientific information and the ability to present balanced and contextualised arguments

In addition to achieving the course and level learning objectives, graduates will have developed skills that enable them to:

Work effectively both independently and in teams

Effectively communicate complex concepts to a range of audiences

Have an effective working knowledge of key online resources such as Google Scholar, NCBI and Web of Science and organisational websites (e.g. NHS, CDC, PHE)

Solve problems in an innovative and flexible manner

Work calmly and efficiently under pressure

Reflect on their learning and developmental needs Bachelor's degrees with honours are awarded to students who have demonstrated:

A systematic understanding of key aspects of their field of study, including acquisition of coherent and detailed knowledge, at least some of which is at, or informed by, the forefront of defined aspects of the discipline

An ability to deploy accurately established techniques of analysis and enquiry within a discipline

Conceptual understanding that enables the student: To devise and sustain arguments, and/or to solve problems, using ideas

and techniques, some of which are at the forefront of a discipline To describe and comment upon particular aspects of current research,

or equivalent advanced scholarship, in the discipline

An appreciation of the uncertainty, ambiguity and limits of knowledge

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The ability to manage their own learning, and to make use of scholarly reviews and primary sources (for example, refereed research articles and/or original materials appropriate to the discipline)

Holders of the qualification will be able to:

Apply the methods and techniques that they have learned to review, consolidate, extend and apply their knowledge and understanding, and to initiate and carry out projects

Critically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution, or identify a range of solutions to a problem

Communicate information, ideas, problems and solutions to both specialist and non-specialist audiences

And holders will have the qualities and transferable skills necessary for employment requiring:

The exercise of initiative and personal responsibility

Decision-making in complex and unpredictable contexts

The learning ability needed to undertake appropriate further training of a professional or equivalent nature

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3. Course Structure

Level 4

Level 4 is designed as a foundation in biomedical science disciplines which will underpin subsequent areas of study. The design of this level takes into account that students may join the course from a range of different backgrounds and seeks both to consolidate and extend existing knowledge and to introduce areas that have not previously been studied. The first three weeks of the first year of the course focuses on delivery of induction activities in the Practical and Study Skills module, which includes personal and skills development, and encourages the students to become engaged with the course as a whole by including content from all modules and applying, for example, maths and laboratory skills to a range of material. The induction activities also promote the development of a course identity and engagement with fellow students through the group activities. The 10 credit modules Immunology and Haematology, Cell Biology, Human Physiology and Genetics will form a core suite of modules studied at further levels that underpin the breadth of biomedical science. The 20 credit modules studied in semester two give experience of our key areas, giving a baseline for module choice at levels 5 and 6. The two skills modules will facilitate progress in a broad range of practical and professional skills, adopting a problem solving and reflective approach. Group skills will be developed within these modules as well as in laboratory classes. Laboratory and IT skills will be recorded and assessed. In order to support the transition process students are required to work in groups to enable them to get to know each other. All members of the course team are involved in delivery, so that the students are introduced to the staff who will be teaching them throughout the course. The students are also allocated one of the course team as their academic advisor (personal tutor) who they arrange to see during the first three weeks to facilitate induction and a skills assessment. Throughout Level 4, most modules have some form of continuous assessment to enable the student to reflect on their progress throughout the year. This continuous assessment and reflection is carried on into levels 5 and 6, with several modules using on-line phase tests giving instant feedback so students can monitor their progress and if necessary seek help before the end of the semester.

Modules credit weighting is denoted in brackets.

Semester 1 Core (Y/N) Semester 2 Core (Y/N)

Immunology & Haematology (10) Y Microbial World (20) Y

Cell Biology (10) Y Principles of

Pharmacology (20) Y

Human Physiology (10) Y Biochemistry (20) Y

Genetics (10) Y

Practical and Study Skills (20) Y

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Level 5

This level allows students to integrate, apply, and begin to critically evaluate knowledge from different disciplines. It develops theories in biological sciences and introduces the concept of disease and its prevention.

Professional and scientific practice will begin to embed the employability skills needed to be a successful biomedical sciences graduate, allowing the student to assess their own skills.

The module Research Methods in Biosciences will discuss strategies used in scientific areas of research. Investigative methodologies, data handling and statistics and interpretation of epidemiological data are all addressed. The students produce a research protocol which will form the basis of the final year project in the subject area of the chosen pathway.

At level 5 students start to specialise into the route of their final degree award. Most students take the modules Immunology, Medical Pathophysiology and Transfusion science to build on the core of biomedical sciences subjects started at level 4 study and to help prepare them for level 6. Those on the Biochemistry route additionally take Metabolic biochemistry and Biochemistry of Common Diseases to study in more depth the key principals of this pathway. Students on the medical Microbiology route begin to develop their specialised knowledge of clinical microbiology through the modules Infectious diseases and Medial and Environmental Microbiology. The straight Biomedical Sciences pathway contains the module Human Genetics and Physiology and Metabolism to develop they key concepts these students will study at L6. Biomedical Sciences with Pharmacological Sciences students take the above mentioned key modules and also study Human Physiology and Metabolism, Human Genetics and Pharmacological Treatment of Disease. The Molecular Biotechnology route replaces Medical pathophysiology with Human Physiology and Metabolism, and students additionally take DNA technology, Introduction to Biotechnology and Human Genetics modules to prepare them for level 6.

The choice of modules and pathways at levels 5 and 6 will determine their final degree title (see below).

Credit weighting is denoted in brackets.

BSCH Biomedical Sciences (BIOMS)


Professional and Scientific Practice (20)

Y Infectious Diseases (20)

Y

Physiology and Metabolism (10)

Y Immunological Disorders (10)

Y

Medical Pathophysiology (20)

Y Transfusion Science (10) Y

Human Genetics (10) Y

Research Methods in Biosciences (20) Y

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BSCH Biomedical Sciences and Medical Microbiology (BIOMM)



Y Infectious Diseases (20)

Y

Medical and Environmental Microbiology (20)

Y Immunological Disorders (10) Y




BSCH Biomedical Sciences and Medical Biochemistry BIOMB



Y Metabolic Biochemistry (20)

Y

Biochemistry of Common Diseases (20)

Y Immunological Disorders (10) Y




BSCH Biomedical Sciences with Molecular Biotechnology (BIOMT)



Y Introduction to Biotechnology (20)

Y



Y

DNA Technology (20) Y Transfusion Science (10) Y Human Genetics (10) Y


BSCH Biomedical Sciences with Pharmacological Sciences (BIOMP)



Y Pharmacological Treatment of Disease (20)

Y



Y



Human Genetics (10) Y


Modules contributing to the 50% weighting of modules covering specialised content for the subject-specific named pathways at level 5 are underlined.

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Level 6

At this level a much more analytical and critical approach is promoted which extensively utilises independent learning strategies. All students take the project module, which is designed to give students a holistic view of the research process from conception, through design, to reflection and evaluation. There is also the expectation that reflection and critical evaluation of practical experiences and topical issues will take place in all Level 6 modules. At level 6 students on the straight biomed, clinical biochemistry and medical microbiology routes take the modules Medical genetics, Clinical Biochemistry, Clinical Immunology and Blood Diseases to complement their earlier learning. Students on the Medical Microbiology and Clinical Biochemistry routes also take Global topics in infectious diseases. This ensures students on these routes have a good working knowledge of the key laboratory specialties underpinning Biomedical Sciences whilst having the flexibility to focus on biochemistry, microbiology or a blend of physiology and genetics with a clinical focus. Finally students on these routes take the Enterprise module, which gives our students a good awareness of the commercial application of biomedical science discoveries and medical technologies whilst further developing employability skills. Students on the pharmacology and molecular biotechnology routes are not following an IBMS pathway so have more optionality at level 6. Molecular Biotechnology students take the modules Enterprise, Medical Biotechnology and Medical genetics in addition to 40 credits of electives. Students on the Pharmacological Science route take Enterprise, Neuroscience and Advanced in Pharmacology in addition to 40 credits of electives to complete their degree programme. The choice of modules and pathways at levels 5 and 6 will determine their final degree title (see below). Credit weighting is denoted in brackets.

BSCH Biomedical Sciences (BIOMS)

Semester 1 Core (Y/N)


Enterprise in Biomedical Sciences (10)

Y Clinical Biochemistry (20)

Y

Medical Genetics (10) Y Clinical Immunology (10) Y

Biology of Cancer (20) Y Blood Diseases (10) Y

Project (40) Y

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BSCH Biomedical Science and Medical Microbiology (BIOMM)





Y


Global Topics in Infectious Diseases (20)

Y Blood Diseases (10)

Y

Project (40) Y

BSCH Biomedical Science and Medical Biochemistry (BIOMB)





Y


Global Topics in Infectious Diseases (20)

Y Blood Diseases (10)

Y

Project (40) Y

BSCH Biomedical Sciences and Medical Biotechnology (BIOMT)




Y Medical Biotechnology (20)

Y

Medical Genetics (10) Y

Project (40) Y

40 credits of electives from choices below

BSCH Biomedical Sciences and Pharmacological Science (BIOMP)




Y Neuroscience (10)

Y

Advanced in Pharmacology (20) Y

Project (40) Y

40 credits of electives from choices below

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Modules contributing to the 50% weighting of modules covering specialised content for the subject-specific named pathways at level 6 are underlined. Electives • Neuroscience (10c) • Biology of Cancer (20c) • Blood Diseases (10c) • Global Topics in Infectious Diseases (20c) • Clinical Biochemistry (20c) • Advances in Pharmacology (20c) • Clinical Immunology (10c) • Biology of Cancer (20c)

Project Arrangements At level 6, students carry out a research project in an area of their choice (BSc (hons) Biomedical Sciences) or aligned with the named pathway they wish to follow. Students that choose not to undertake a project with the correct subject specific designation will not meet the necessary criteria for BSc (hons) Biomedical Sciences and Medical Microbiology/Medical Biochemistry/Pharmacological Sciences/Molecular Biotechnology and so will be eligible for a BSc (hons) Biomedical Sciences degree.

3.1 Course Learning Outcomes Mapping Below details how our LLOs integrate to fulfil the CLOs.

Title and Level Course

LO1 Course

LO2 Course

LO3 Course

LO4 Course

LO5 Course

LO6

Level 4 LO1 X X X X

Level 4 LO2 X

Level 4 LO3 X X X

Level 4 LO4 X X X

Level 4 LO5 X X X X X X

Level 4 LO6 X X X

Level 5 LO1 X X X X

Level 5 LO2 X X X X X X

Level 5 LO3 X X X

Level 5 LO4 X X

Level 6 LO1 X X X

Level 6 LO2 X X X X

Level 6 LO3 X X X X

Level 6 LO4 X X X

Level 6 LO5 X X X X

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4. Student Progression Full details regarding progression can be found in the student progression and awards handbook and within the academic regulations, key components are summarised below. Progression and Awards Handbook: https://www.leedsbeckett.ac.uk/-/media/files/student-hub/progression-and-awards/progression_and_award_student_handbook.pdf Academic Regulations: www.leedsbeckett.ac.uk/public-information/academic-regulations/

5. Contained awards available The Certificate of Higher Education is awarded for the attainment of a minimum of 120 credit points at Level 4. The University awards these credit points where a student has:

pursued a course of study of 120 credit points at Level 4 or above (including any recognition of prior learning);

submitted in all specified components of assessment;

achieved the overall learning outcomes for the award;

achieved an average of 40% or more in modules equivalent to 100 credit points at Level 4 or above

achieved an average of 30% or more in each module studied;

achieved an overall average of 40% or more across all modules studied.

The title of the award will be Cert HE in Biomedical Sciences The Diploma of Higher Education is awarded for the attainment of a minimum of 120 credit points at Level 4 and 120 credit points at Level 5. The University awards these credit points where a student has:

achieved the requirements for level progression from Level 4 to Level 5, or has been admitted directly to Level 5;

pursued a course of study of 120 credit points at Level 5 or above (including any recognition of prior learning);



achieved an average of 40% or more in modules equivalent to 100 credit points at Level 5 or above;

achieved an average of 30% or more in each module studied;

achieved an overall average of 40% or more across all modules studied at this level.

All students gaining the required number of credits at level 5 will be eligible for a Dip HE, but the specific award title will depend on the modules passed at level 5. If 50% of the credits of the specific pathway are in a specific discipline then the student will be eligible for an award with a pathway title. If not the award will be Dip HE Biomedical Sciences.

https://www.leedsbeckett.ac.uk/-/media/files/student-hub/progression-and-awards/progression_and_award_student_handbook.pdf

https://www.leedsbeckett.ac.uk/-/media/files/student-hub/progression-and-awards/progression_and_award_student_handbook.pdf

http://www.leedsbeckett.ac.uk/public-information/academic-regulations/

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The Bachelor Degree is awarded for the attainment of a minimum of 120 credit points at Level 4, 120 credit points at Level 5 and 60 credit points at Level 6. The University awards these credit points where a student has:

achieved the requirements for level progression from Level 4 to Level 5, and from Level 5 to Level 6, or has been admitted directly beyond Level 4;

pursued a course of study of 60 credit points at Level 6 or above;



achieved an average of 40% or more in modules equivalent to 40 credit points at Level 6 or above;

achieved an average of 30% or more in each module studied.

All students gaining the required number of credits at level 6 will be eligible for a Bachelor’s degree, but the specific award title will depend on the modules passed at level 5 and level 6. If 50% of the credits of the specific pathway are in a specific discipline then the student will be eligible for an award with a pathway title. If not the award will be Bachelor Degree in Biomedical Sciences.

BSCH Biomedical Sciences

Award Title Level

Cert HE Biomedical Sciences 4

Dip HE Biomedical Sciences 5

BSc (without Hons) Biomedical Sciences 6

BSCH Biomedical Sciences and Medical Biochemistry

Award Title Level

Dip HE Biomedical Sciences and Medical Biochemistry 5

BSc (without Hons) Biomedical Sciences and Medical Biochemistry 6

BSCH Biomedical Sciences and Molecular Biotechnology

Award Title Level

Dip HE Biomedical Sciences and Molecular Biotechnology 5

BSc (without Hons) Biomedical Sciences and Molecular Biotechnology 6

BSCH Biomedical Sciences and Pharmacological Sciences

Award Title Level

Dip HE Biomedical Sciences and Pharmacological Sciences 5

BSc (without Hons) Biomedical Sciences and Pharmacological Sciences 6

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BSCH Biomedical Sciences and Medical Microbiology

Award Title Level

Dip HE Biomedical Sciences and Medical Microbiology 5

BSc (without Hons) Biomedical Sciences and Medical Microbiology 6

6. Course Management The management structure supporting the course is as follows:

The Course Director, responsible for day to day running and overall management of the course and development of the curriculum. Other Course Director duties include chairing Course Committee meetings and production of the rolling action plan and annual monitoring reports.

The Head of Subject, who holds overall responsibility for the course, and for the other courses run by the Department of Biomedical Sciences.

The Dean of School, who holds overall responsibility for the course and for other courses within the school.

The management structure is further supported by the Course Team:

Module Leaders; full- and part-time staff with responsibility for module administration, content delivery, dissemination of assessment results, collection of student feedback and module development

Module Tutors; full- and part-time staff teaching the course with responsibility for content delivery, assessment and feedback and, with the Module Leader, module development

Level Tutors; level tutors take responsibility for monitoring their respective levels in terms of student engagement. They will oversee dissemination of assessment results and collection of student feedback. The level 4 tutor has additional responsibility for the initial induction process.

Visiting lecturers and outside advisors, where appropriate. In addition, there are Course Team members who take responsibility for timetabling and examination organisation, as well as Mitigation and Extenuating Circumstances. Learning and Teaching Details relating to contact hours and other key information sets (KIS) will be available on the course page of our Online Prospectus on our website and within the module specifications for individual modules.

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6.1 Learning and Teaching Approaches

This updated course proposes actions and targets to help incorporate cutting-edge approaches to learning, teaching and assessment into a re-energised curriculum that fully meets students’ needs and prioritises the student learning experience, in line with the University’s Learning and teaching strategy. Our approach concentrates on several key features:

It is progressive, through the 3 levels of the course

It is orientated towards the acquisition of generic key skills in addition to a specific knowledge base, enabling students to become independent lifelong learners

Teaching and assessment methods facilitate the students’ monitoring of their own progression through each module and the course and the effectiveness of this is also monitored

The course management team are committed to fostering a supportive inclusive learning environment

The use of the VLE allows us to give immediate and extensive feedback to students in addition to forming a repository of module teaching materials

Student employability is embedded in the curriculum, with support from the University careers advisors

By targeting recruiting, supporting and retaining student diversity we ensure inclusivity

Knowledge and understanding of key subjects will be developed through lectures, seminars, tutorials and practical sessions. The assessment strategy at Levels 4 and 5 allows acquisition of a knowledge base and so there are a number of formative phase tests at Level 4 and more in depth examinations at Level 5. These will maintain motivation and facilitate feedback throughout the year. At Level 5 the existing knowledge base is consolidated and extended through more applied topics. The Research Methods in Biosciences module develops understanding of a range of investigative methodologies and prepare students for their research project to be carried out at level 6. At Level 6 the Project allows the student to develop an in depth knowledge in a particular area whilst other modules broaden subject knowledge across all disciplines. During the project, students will develop their ability to keep accurate, comprehensive and comprehensible records and to understand their importance. This module also allows students further opportunity to develop their reflective practice through the critical evaluation of gathered data and literature, and to apply the results of such reflection to their work. Throughout the module, students will assure their competence with regards to their practice and develop a range of problem solving and quality assurance skills.

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Intellectual and employability skills are developed through active learning processes including practical project work, tutorial seminar work and coursework assignments. Open ended project and practical work is designed to permit students to demonstrate achievement of all the learning outcomes in this category. Assessment includes demonstrating capability in a range of intellectual skills linked to specialist knowledge, understanding and practical skills. Students are expected to begin to show greater autonomy in their study at Level 5, but will still need tutor guidance. At Level 6, tutors may act as facilitators rather than didactic teachers and there will be an increased element of e-feedback/support. Personal development: development activities will be integrated into modules at all levels. Personal Development will be facilitated and monitored using a blended learning approach. At Level 4 these activities are emphasised and documented in the induction activities and the Practical and Skills module. Laboratory based exercises and seminar assessments are linked to the development of group work and interpersonal skills, analysis and reflection, data handling and interpretation. Workbooks will be used to support learning. Practical skills will be directly assessed by practical demonstration of competence. At Level 5 the skills introduced at Level 4 are expanded and enhanced. The development of a range of communication skills is supported by the production of different types of written work in various modules. At Level 5 and 6, personal development is facilitated through a series of employability based workshops, online resources and small group tutorials. At Level 6 students need to be able to demonstrate that they have acquired graduate skills. The Project allows students to generate data, analyse and reflect on their findings, on the process and on the literature. Module assessments encompass the key skills of group work, time management, communication skills, literature searching and use of IT. Other Level 6 assessments reflect the acquisition of higher level skills e.g. synthesis and evaluation, analysis and interpretation, creativity, as well as continuing the development of theory and principles, technical skills etc. as appropriate.

6.2 Learning and Teaching Activities

The biomedical sciences course recognises the need for inclusion and aims to provide students with an experience of learning which enhances their inter-cultural awareness, attitudes and abilities. Students become aware of culture, age, ethnicity, gender, religious beliefs and socio-economic status from day one of the course; our course attracts students from a wide range of backgrounds. The course deals with global health issues at each level of the course, looking at inequalities in health provision, the different types of diseases which affect rich and poor. Example modules in which such diversity is addressed are:

Level 4 – Induction activities, Study and Practical Skills

Level 5 – Research Methods in Biosciences, Medical and Environmental Microbiology, Infectious Diseases

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Level 6 – Global Topics in Infectious Diseases, Clinical Biochemistry

Teaching across the levels gives students the opportunity to recognise their tacit knowledge of cultural identity and examine its influence on the way they view the world. A variety of learning and teaching strategies are used enabling students from a diverse range of backgrounds to participate and achieve effectively. Methods of delivery differ, from formal lectures, to tutorials and workshops, laboratory practical’s, on line activities both as part of a classroom activity or independently ensure that all students can adopt an approach which is right for them, with guidance from their academic advisor. Module tutors have a broad range of backgrounds and experiences, which inform the content and style of their teaching- many have been health professionals or worked in industry before becoming academics.

6.3 Graduate Attributes All undergraduate students will develop three graduate attributes. Students will be:

Enterprising

Digitally literate

Have a global outlook The course develops these attributes through each level of the course. All modules have material on the VLE, requiring students to access course material. At level 4 the students are introduced to the VLE and the module Practical and Study Skills covers skills such as data gathering and information retrieval using digital tools. This module also introduces the students to group work, and problem solving. At level 5 Research Methods in Biosciences further develops digital literacy as the students study statistical data, and enterprise skills are further developed by production of an original research protocol in Research Methods. The modules Medical and Environmental Microbiology, Medical Pathophysiology, Pharmacological Treatment of Disease and Research Methods all cover health and disease at a global level. At level 6, the module Enterprise in Biomedical Sciences further develops and assesses enterprise and employability skills, while digitally literacy is further demonstrated in the final year project. Clinical biochemistry looks at the differences in the incidence of diseases associated with lifestyle.

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6.4 Use of the Virtual Learning Environment Use of the VLE is widespread in the course to support face to face delivery. Each module uses different approaches, but overall it is used to:

Enhance and/or facilitate feedback- many modules use gradebook as a way of giving marks back to students, and selective release of feedback forms enables feedback to be returned to students rapidly.

Exploit appropriate and thoughtfully selected on-line resources. Links to useful web sites are included on the VLE to guide students to appropriate resources as a way of starting web searches.

Support efficient delivery. All modules put lecture notes on to the VLE so that students can print them out before the lecture.

Allow student-tutor contact time to be used more efficiently to support students. Links to useful resources and extra learning activities such as quizzes allow the student to undertake individual study to help their understanding of particular topics.

Contribute to discussions either in real time via chat rooms or in virtual time using discussion threads. The course intends to develop a student community through the use of the VLE as a vehicle for discussion of course/scientific issues so that both peer and staff feedback can be provided.

Access course and provide other resources. All modules post the module guide and lecture notes and lab guides. Other resources are added at the discretion of the individual module tutor

6.5 Assessment Strategy The assessment strategy is designed to be progressive and innovative. A range of assessment tools are used, reflecting both the diversity of knowledge and skills being assessed, and the need to provide the students with a variety of means of demonstrating their achievement of the learning outcomes. Assessment through the course has both formative and summative elements. At Level 4 assessments reflect the range of teaching and learning approaches, using written work in the form of essays, posters and reports as well as examinations. At Level 5 similar forms of assessment are used, but they are more demanding and require a greater range of key skills to be used in their successful completion. Level 6 assessments on the whole involve longer pieces of work, which demonstrate the attainment of key skills that define graduates both generically and course specifically. Without any form of extenuating circumstances, standard penalties apply for late submission of assessed work. These range from 5% to 100% of the possible total mark, depending on the number of days late (set at a rate of 5% penalty per working day). Details of assessment submission and late penalties are detailed in module guides for each module. Full details of the

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penalties for late submission of course work are available at www.leedsbeckett.ac.uk/public-information/academic-regulations Prevention of plagiarism is facilitated through sessions on plagiarism embedded within the induction sessions and the study skills module. The University uses Turnitin to assess potential plagiarism. Further information on Turnitin is available here: http://libguides.leedsbeckett.ac.uk/mybeckett/turnitin Exam boards to cover progression and awarding of the final degree are held in July each year. An external chair is appointed and external examiners are available. Course team members also attend. Confirmed results are released within five working days of the exam board decision.

6.5.1 Assessment Weighting

Both the programme assessment requirements and the Intended Learning Objectives (ILOs) are consistent with the level of study within the specified subject area. The assessment requirements within courses will include a variety of tasks, determined by the range of learning outcomes. Typically there will be one assessment component per 10 credit module, the specific type and size of which will be determined by the teaching team and informed by the ILOs. Where there is more than one assessment per 10 credit module, separate assessments will be smaller in size, but will together be of equivalent size to single assessments. Where modules with a higher credit weighting occur, size of assessments (irrespective of number of individual components) will reflect the increase in credit allocation accordingly. The word limits will reflect the length that students need to achieve the learning outcomes, acknowledging that one’s ability to be concise will sometimes form an essential component of the assessment. Suggested guidelines for individual coursework type assessments of a 10 credit module are as follows:

Proportion of assessment (for module) Upper Limit

100% 3000 words or equivalent



Total word count should normally be no more than 3000 words per 10 credit module, e.g. two 1500 word assessments each worth 50% of the module. Coursework type assessments will vary and may include, but are not limited to, blog posts, reflective writing, data or computational exercises, case studies, lab reports, and critical evaluations.

http://www.leedsbeckett.ac.uk/public-information/academic-regulations

http://www.leedsbeckett.ac.uk/public-information/academic-regulations

http://libguides.leedsbeckett.ac.uk/mybeckett/turnitin

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Project work is not expected to adhere to the word limits outlined. Project assessment word limits will reflect the size of the research project. In addition, other assessment components will combine to produce the equivalent of the per 10c weighting. Suggested guidelines for exam type assessments are as follows:

Type of exam Upper Limit

Seen exam 2h

Unseen exam 2.5h

Open book exam 3h

Lab exam 2h

Time limits are based on 10 credit modules where the exam is weighted at 100% of the module assessment, multiple exams/phase tests with lower percentage weighting are scaled appropriately. Timings reflect the time required to write an essay of sufficient size to allow students to produce a written answer that meets level standard and allows them to achieve the relevant ILO(s). Where there is an open book or unseen exam, extra time for reading has been included, the scale of which reflects the amount of reading required within the exam. Where there is a lab exam, extra time may be included to allow for running times of individual experimental procedures. Suggested guidelines for oral presentations are as follows: Oral presentations should normally be between 5 and 20 minutes (to reflect the necessary amount of time in which a student can reasonably be expected to cover the required content). Group presentations may be longer but should not exceed 30 minutes in total.

6.5.2 Assessment Schedule

Exams will take place in the formal examination periods for each semester.

Semester 1: Weeks 21 and 22

Semester 2: Weeks: 38 and 39

Phase tests will assess learning at key time points within the module. Where there are phase tests for multiple modules, timing will be organised so that there are not multiple phase tests in the same week. Timing will be determined by the module content and after discussion as a Course Team. Non-exam/phase test assessments will likely be timed for submission towards the end of the module, or, where there are multiple assessments of this type, at suitable time points within the module. Discussion within the Course Team will ensure that there are not multiple submissions within a very short space of time.

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6.5.3 Module Assessment Methods

Module Titles W

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Ph

ase

Test

Po

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Wri

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Ass

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me

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Lab

Rep

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Lab

Bo

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Gro

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Wo

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Pro

ject

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Pra

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Cas

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Essa

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4 - Immunology and Haematology

X

4 - Cell Biology X

4 – Human Physiology

X

4 - Genetics X

4 – Practical and Study Skills

X X X

4 – Microbial World

X X

4 – Principles of Pharmacology

X X

4 - Biochemistry X X

5 - Medical Pathophysiology

X X

5 - Physiology and Metabolism

X

5 - Transfusion Sciences

X

5 - Immunological Disorders

X

5 - Research Methods in Biosciences

X X X

5 - Professional and Scientific Practise

X X X

5 - Infectious Diseases

X X

5 - Pharmacological Treatment of Disease

X X

5 – Medical and Environmental Microbiology

X X

5 - DNA Technology

X X

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Module Titles

Wri

tten

Exa

m

See

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xam

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Test

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Wri

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Ass

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me

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Lab

Rep

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Lab

Bo

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Wo

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Pro

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Ou

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5 - Metabolic Biochemistry

X X

5 –Biochemistry of Common Diseases

X X

5 - Introduction to Biotechnology

x x

5 - Human Genetics

X

6 - Global Topics in Infectious Diseases

x x

6 - Neuroscience x

6 - Medical Genetics

x x

6 - Blood Diseases x

6 - Clinical Biochemistry

x x

6 - Advances in Pharmacology

x x

6 - Medical Biotechnology

x x

6 - Clinical Immunology

x

6 – Enterprise in Biomedical Sciences

x x

6 - Biology of Cancer

x x

6 - Project x x x

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6.5.4 Feedback on Assessed Coursework

A number of modules contain elements in which students’ present information in either oral or written forms for formative assessment within journal clubs or equivalent. Immediate formative feedback available in these instances will inform students for summative assessments. Students will receive oral and/or written feedback on their summative assessments within the time stipulated by the University (currently 4 working weeks). Each semester, students will be provided with a schedule of assessment dates and the dates on which feedback will be made available. Tutors will use a variety of methods for provision of feedback, including on line generic feedback and on-line, written or oral specific feedback. Students will be encouraged to and developed to make use of the feedback to “feed forward” to their next assessments.

7. Reference Points used in course design and delivery All our courses leading to Leeds Beckett University awards have been designed and approved in accordance with UK and European quality standards. Our courses utilise the Frameworks for Higher Education Qualifications (FHEQ) and where relevant subject benchmarks (where these are available) and professional, statutory and regulatory body requirements (for professionally accredited courses). We review our courses continually, responding to student feedback and a range of information to enhance our courses. Our University is also subject to external review by the Quality Assurance Agency. Our latest report can be found on the QAA web site at http://www.qaa.ac.uk/reviews-and-reports We appoint External Examiners to verify that our University sets and maintains standards for awards which adhere to relevant national subject benchmark statements and the Framework for Higher Education Qualifications (UK), ensure standards and student achievements are comparable with other Higher Education Institutions in the UK, with which they are familiar, and ensure that assessments measure achievement of course and module learning outcomes and reach the required standard. External Examiners may also provide feedback on areas of good practice or potential enhancement. Are current external examiners are:

Dr Christopher Biggs, University of Westminster, Course leader for BSc. Pharmacology and Physiology.

Dr Pamela Cameron, Open University and Edinburgh Napier

Dr Nicola Jordan-Mahy, Sheffield Hallam University, BSc/MSci Biochemistry Course Leaders and teaches on Biomedical Sciences BSc (IBMS accredited).

http://www.qaa.ac.uk/reviews-and-reports

http://www.qaa.ac.uk/reviews-and-reports

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QAA Statement Subject benchmark statements for biomedical sciences were published by the Quality Assurance Agency (QAA) in 2015. The benchmark statements “represent the general expectations about standards for the award of qualifications at a given level and articulate the attributes and capabilities that those possessing such qualifications should be able to demonstrate”. The UG Curriculum Framework and associated course approval/ re-approval process has been benchmarked against the benchmark statements as highlighted in the attached documents.

Other External Reference Points The IBMS Criteria for the Accreditation and Re-accreditation of BSc (Hons) degrees in Biomedical Science were consulted during course design. Members of the pathology department of Leeds Teaching Hospitals Trust were also consulted. In addition, the HCPC Standards of Proficiency for Biomedical Scientists and Standards for Education and Training were used as guidance for the development of this course.

8. Enhancement and Monitoring Continuous feedback from the Student Representative is used to make changes to the course at module and course level, and feeds into the Action Plan for each course. The Action Plan is updated on a continuous basis throughout the academic year. Students are also on the review panel for the redesign exercise and were consulted during the course development phase. The course team are continually listening to the student comments and changes are sometimes made immediately if a problem arises which can be fixed there and then rather than waiting for a timetabled next meeting. At the beginning of each academic year the course leader holds an induction session, and goes through any changes made to the previous year’s delivery, explaining where the student feedback has informed the process. Verbal and written feedback from the students enrolled on the predecessor course has been very positive regarding all aspects of the course. Students were particularly appreciative of supervisor support within the research project module. On‐going feedback from students during module delivery was used to make changes to modules within the academic year where necessary, for example aligning content and assessment within some modules with the students’ projects to better prepare them for the lab component. The Course Team uses a range of methods to monitor and review the course for the purposes of improving the quality and standards of teaching and learning. The methods used include the following:

Continual Review ‐ The Course team considers a range of quality indicators including number of applications, number of offers and number of students enrolled, demographic data on enrolled students, student module success statistics, external examiner feedback, module evaluations and feedback from Student Representatives.

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Student feedback‐ Students receive oral and/ or written feedback on their work within the time stipulated by the University (currently 4 working weeks). Each semester, students are provided with a schedule of assessment dates and the dates on which feedback will be made available. Tutors use a variety of methods for provision of feedback, including on line generic feedback and on line, written or oral specific feedback. Students are encouraged to make use of the feedback to “feed forward” to their next assessments.

Progress indicators: Each module tutor reviews student performance in their module and include comments on this in their module evaluation report. These reports are considered at the Annual Review for the course, together with the overall outcomes for the year.

Course Team meetings ‐ the core course teaching team meet on a regular basis with regular agenda items and action lists for team members to discuss any issues arising teaching and learning on the course.

External examiners comments and reports

leeds beckett university course specification/media/files/courses/information/bioms.pdf · leeds...

Documents