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Session: 2022/23
Last modified: 15/03/2022 13:50:00
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Title of Module: Bio-Professional Practice |
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Code: BIOL09011 |
SCQF Level: 9
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Health and Life Sciences |
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| Module Co-ordinator: | Anne
Crilly |
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| Summary of Module |
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Development of employability competences is seen as an essential component in the education of today’s graduates. This module is intended as an alternative to the Work Based Learning module for those students for whom a work placement cannot be accommodated.
The module will focus on the development of practical skills in terms of an investigation in a specific problem relevant to the student’s programme of study.
Competences will be delivered through a series of tutorials and case studies on a diverse range of topics including ethics, quality assurance practices, health and safety, and experimental design.
Students will also develop a range of practical and /or intellectual skills through the investigation of an ethical topic appropriate to their chosen programme of study.
The assessments of this module will take the form of a supported development of skills culminating in an integrated, comprehensive report on a practical-based investigation.
This module will work to develop a number of the key 'I am UWS' Graduate Attributes to make those who complete this module:
Universal
- Critical Thinker
- Ethically-minded
- Research-minded
Work Ready
- Problem-Solver
- Effective Communicator
- Ambitious
Successful
- Autonomous
- Resilient
- Driven
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Apply quality assurances practices and principles, good experimental / survey design principles and health and safety (risk assessment) considerations.
L2.
Discuss ethical considerations appropriate to the field of study
L3.
Collect, analyse and present data in an appropriately professional manner
L4.
Report comprehensively the topic under investigation to a professional standard |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 9.
Students will have the opportunity to extend and refine their subject specific knowledge in particular contexts. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Students will have the opportunity to refine practical competencies towards a professional standard, taking into account bias and inherent variability to establish reliable outcomes that may be used as the basis for making informed comparisons and their application in study of life science problems. |
| Generic Cognitive skills |
SCQF Level 9.
Students will produce a final report and presentation that will refine report writing and analytical skills. |
| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Students will have the opportunity to enhance their communication, ICT and data handling skills through production of written reports, and presentations. |
| Autonomy, Accountability and Working with others |
SCQF Level 9.
Students will be responsible for the production of reports based on practical work undertaken towards a professional standard, taking into account appropriate controls and standards, in a timely manner and organization of the necessary work, often undertaken in collaboration with team members. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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During lectures students will be introduced to the fundamentals of quality assurance, experimental design, ethics and health and safety. These will be reinforced by means of a variety of practical exercises delivered in tutorials and through VLE-based exercises.
Students will have the opportunity to refine and acquire new competencies, through undertaking practical work in a topic related to their programme of study, reflecting a professional situation similar to work-based learning.
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Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 28 |
| Tutorial/Synchronous Support Activity | 3 |
| Laboratory/Practical Demonstration/Workshop | 6 |
| Asynchronous Class Activity | 11 |
| Independent Study | 152 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Online guides to scientific writing
http://abacus.bates.edu/~ganderso/biology/resources/writing/HTWgeneral.html
www.hse.gov.uk
Successful Scientific Writing: a Step by Step Guide for Biomedical Scientists (2000) 2nd Ed., Mathews, Bowen, Mathews; CUP, ISBN 0-521-78962-1
Case Studies in Biomedical Research Ethics (2004) Murphy, Timothy. ISBN 0-262-63286-1
Resources on VLE
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
Attendance at synchronous sessions (lectures, tutorials and practical), completion of asynchronous activities, and submission of assessments to meet the learning outcomes of the module. |
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Supplemental Information
| Programme Board | Biological Sciences and Health |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Biology L7-11 |
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| Moderator | Richard Thacker |
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| External Examiner | A Tsaousis |
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| Accreditation Details | This module is part of the BSc (Hons) Biomedical Science programme; accredited by Institute of Biomedical Science (IBMS). This module is part of the BSc (Hons) Applied Bioscience and BSc (Hons) Applied Bioscience with Forensic Investigation programmes; accredited by Royal Society of Biology (RSB) |
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| Version Number | 2.13 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Coursework 1 - Class Test based on the topic of Health & Safety, incorporating the analysis of case study examples |
| Coursework 2 - Essay on the topic of ethics |
| Coursework 3 - laboratory report involving the completion of multiple pratical sessions, analysis and accurate presentation of data collected, with comparisons to given standards.Development of scientific writing skills and exploration of the scientific literature will be assessed. The laboratory report will be supported through provision of materials online, support in class through laboratory sessions and tutorials. |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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In line with current legislation (Equality Act, 2010) and the UWS Equality, Diversity, and Human Rights Code, our modules are accessible and inclusive, with reasonable adjustment for different needs where appropriate. Module materials comply with University guidance on inclusive learning and teaching, and specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. Where modules require practical and/or laboratory based learning or assessment required to meet accrediting body requirements the University will make reasonable adjustment such as adjustable height benches or assistance of a ‘buddy’ or helper.
Please refer to the UWS Equality and Diversity Policy at the following link: UWS Equality and Diversity Policy
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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