UDBMDSCI - BSc Biomedical Science
|Highest award||Bachelor of Science||Level||Honours|
|Possible interim awards||Bachelor of Science, Diploma of Higher Education, Certificate of Higher Education, Bachelor of Science|
|Total credits for course||360|
|Awarding institution||London Metropolitan University|
|Teaching institutions||London Metropolitan University|
|School||School of Human Sciences|
About the course and its strategy towards teaching and learning and towards blended learning/e-learning
The BSc course is designed to be fully inclusive, engaging with the sociocultural diversity of our students and ensuring that all aspects of teaching, learning and assessment allows for the promotion of different learning styles and an understanding of the multi-disciplinary areas of Biomedical Science. Students will develop knowledge and skills which will empower them to be autonomous professional practitioners and be inclusive in their own careers and practice. The course will foster high level reasoning skills and promote lifelong learning and continuous professional development (CPD). Our graduates will go out into the world as confident, values driven and successful individuals, who as critical thinkers and problem solvers and are able to make a positive contribution to society.
Teaching and learning activities are integrated with assessment processes in line with the School learning and teaching strategy and the Education for Social Justice Framework (ESJF). Our inclusive assessment is cognisant of the student voice and reflective of different student learning styles. A Blended approach is utilised, with the methods used accommodating different learning styles and enable students to shine. Active learning techniques are used. There is an emphasis is placed on self-directed and problem-based learning within a lecture/tutorial/ practical framework and materials delivered via the VLE allowing students to be actively involved in the learning process, and encouraged to recognise and develop their own learning style. The Course learning materials are responsive to student diversity, accessibility and designed to support different learning styles. Students will explore case studies to promote critical reasoning within a professional context. They will compare laboratory diagnostic methods, consider new methodologies and examine research literature. Tutorial exercises and progress tests will be used to provide students with feedback on their progress. Students are expected to complement formal teaching with self-directed reading. The summative assessment of students’ knowledge base and their understanding will be incorporated into formal in-course tests/exercises and the individual presentation completed at the end of each unit. Coursework and online tests are also used to provide formative feedback. Formative diagnostic assessment of knowledge and understanding is carried out, particularly during the initial stages of the course.
Practical skills are highly sought after by future employers so there is a focus on developing practical skills as an essential part of the BSc course and students have access to the unparalleled facilities in the Science Centre Laboratory. Practical classes are designed to reinforce the knowledge from the lectures and tutorials. Practical skills exercises at each level are used to monitor proficiency at experimental work. Assessment of Data handling skills are embedded in practical reports, problem solving exercises, information abstracting and reviewing exercises, poster presentations and seminar presentations. The level Six Independent Research Project provides the ultimate measure of scientific skills. The excellent science centre also provides an unrivalled facility in which to carry out the practical skills. BSc project assessment will culminate in the case-studies and a dissertation designed to allow the student to demonstrate their depth of knowledge and understanding.
The course aims to promote a good knowledge-skills balance enhancing the professional practice of the students and enable students to feel a sense of belonging at London Met and to encourage student engagement with learning and the opportunities offered by the University. It will also give students opportunities to share experiences, encourages reflection on individual values and understand their response to the World.
These aims are aligned with the qualification descriptors within the Quality Assurance Agency’s Framework for Higher Education Qualifications for Biomedical Science (2020) and the requirements of the Institute of Biomedical Science for accreditation. The course aims to provide a sound scientific base in all those subjects necessary for the understanding of Biomedical Science. Biomedical science is health care /research-based science and its practical application. Graduates with extensive knowledge and understanding of pathological and non-pathological life processes together with competence in associated technical and transferable skills. Successful graduates will be equipped for employment in the public and private health service laboratories, in the pharmaceutical industry, in the medical and allied research institutes and in information science. The analytical, numerical and communication skills developed by Biomedical Science graduates are also in demand in non-science-based careers such as those in the financial services sector, marketing and company administration.
The aims of the single honours Biomedical Science course are to; consider the scope of Biomedical Science, its ethical constraints and its diverse opportunities, producing graduates informed by the impact of research and cognizant with life processes from the molecular to the body/systems level in health and disease. Graduates will have been provided with theoretical appreciation and practical laboratory experience of how disease is identified, assessed and treatment monitored. The course also aims to develop enhanced comprehension, evaluative and problem-solving skills and the ability to receive and communicate ideas and information appropriately.
Course learning outcomes
On the course, in line with the Biomedical Science QAA framework for higher education students will, on completion of the award, have demonstrated knowledge and understanding in the designated field of study which is typically on graduating with a bachelor's degree with honours in biomedical science, students should be able to have developed.
By the end of the course the student is expected to have developed:
- an appreciation and understanding of the depth and breadth of Biomedical Science, the remit of the HCPC and IBMS, the attributes and roles of the practitioner and requirements for laboratory safety, QA, QC, and accreditation bodies.
- knowledge and understanding of the molecules, structures, systems and processes which underpin normal cell, tissue and body functioning
- knowledge and understanding of aetiology and pathogenesis and their relationship to laboratory diagnostics
- critically evaluate and integrate information, and scientific research and develop ideas on issues, methodologies and processes within a Biomedical Science context and undertake the collection and analysis of data with due regard to validity, accuracy, calibration, precision and reproducibility
- construct logical and reasoned arguments to support their position on the social and ethical impact of advances in Biomedical Science
- undertake self-reflection and demonstrate the skills of self-management, self-presentation and decision making
- communicate concepts, principles and information effectively by oral and written means with clarity and confidence
- recognise and gain personal responsibility, whether working individually or as a member of a team and respect the ethical standards and professional codes of conduct established within the scientific community with particular emphasis on those applicable to a Registrant Biomedical Scientist
- identify and work towards targets for personal, academic and career development, and implement strategies for updating, maintaining and enhancing knowledge and skills that can contribute to the IBMS competency portfolio to enable progression to HCPC registration on completion of the degree and the portfolio.
- Demonstrate confidence, resilience, ambition and creativity and will act as inclusive, collaborative and socially responsible professionals in their discipline
Principle QAA benchmark statements
Biomedical Sciences (2020)
Assessment and feedback are key means through which to engage students in processes that support their development, success and employability, while connecting with their own identities, experiences and cultural capital. The assessment strategy is aligned with that of the School and the ESJF and is cognisant of the student voice and reflective of different student learning styles.
Students are assessed through a variety of methods including problem-solving exercises, in-class test, data analysis, practical reports, case studies, oral presentations, extended essays, examinations, research project interim report, oral examination and dissertation. The choice of assessment instrument chosen to test the specified learning outcomes is reflective of students’ different learning styles and experiences. Assessment is part of the learning process and confirms the outcomes of the learning process. It also provides formative feedback on curriculum design and delivery and, via the on-going iterative process of module monitoring, makes a significant contribution to the continued development and improvement of the courses that links in with the School learning and teaching strategy. In light of this a variety of assessment methods will be used (see syllabi) including unseen written examinations, individual and group assignments.
Practical skills are summatively assessed through coursework assignments, including those in the project module. Data-handling skills are summatively assessed by practical reports, problem-solving exercises, oral presentations and examinations.
Formative assessments include group activities in tutorial classes, mini-tests and project workshops. Laboratory and computer-based investigations, poster and oral presentations and a level 6 project giving students the opportunity to show the knowledge understanding and skills they have developed
Organised work experience, work based learning, sandwich year or year abroad
The course includes the option to include either a 5-week Work Placement module to experience laboratory work at level 5 or 6. If a suitable Laboratory placement is available students can register for a year-long (46 week) Sandwich Placement between levels 5 and 6. Students cannot register for both modules
Course specific regulations
Part Time Structure
Students take 2 or 3 modules from list each year. BC6P01 is always taken last
To gain the IBMS accredited “BSc Biomedical Science” degree title students must pass all core modules listed in section 24 (except CY4051 for which an F1 fail is acceptable) If any others of these are failed (F1) then the award will be “BSc Medical Bioscience”
Modules required for interim awards
Anatomy and Physiology 1
Anatomy and Physiology 2
Fundamentals of Molecular Biology
DipHE Biomedical Science
Fundamentals of Medicinal Chemistry
Infection Science 1
Infection Science 2
Tissue Science 1
Tissue Science 2
Methods of Bioanalytical Analysis
BSc Hons Biomedical Science
Advance Tissue Science
Advanced Infection Science
Advanced Blood Science
Arrangements for promoting reflective learning and personal development
During the induction phase of the programme students will be introduced to structured reflection on their development of Undergraduate Skills which constitute much as the substance of personal development planning. Progress with Undergraduate Skills will be articulated to students as the programme progresses through feedback from tutors and peers enabling them to reflect on their progress based on the evidence available. Other activities outside of the academic aspect of university life will also contribute to aspects of Undergraduate Skills. Students will undertake the process of compiling their Personal Development Portfolio (PDP) during their undergraduate career or in the workplace. PDP is designed to articulate the skills which the student has developed during their undergraduate level studies or work experience and helps them to critically review their learning experiences, set future personal and academic goals and evaluate their progress towards these goals.
PDP will be embedded within each module and across the course with students given time to reflect on their learning. Students will take part in tutorials at all levels designed to facilitate discussion on what has been learnt in order that reflective learning will contribute to identifying objectives, success criteria, and action plans that can be included in PDPs. PDP is designed to assist students develop as independent learners, identify their strengths and weaknesses not only whilst studying at BSc level, but will be of benefit throughout their future career.
The option exists for students to undertake an additional 30 credit module BC6W04 Sandwich Placement module to enhance employability. This would normally be undertaken between level 5 and 6, this would extend the period of study to four years. For part-time students in appropriate employment they can complete the module over an extended period during their degree rather than take a year out.
Progress with Undergraduate Skills will be articulated to students as the programme progresses through feedback from tutors and peers enabling them to reflect on their progress based on the evidence available. Other activities outside of the academic aspect of university life will also contribute to aspects of undergraduate Skills
By way of modules: Professional Studies (Level 4); Fundamentals of Medicinal Chemistry (Level 5); and, BC6P01 Project (Level 6) students will progressively develop their PDP which will culminate in a CV and graduation statement. Students will take part in tutorials at all levels designed to facilitate discussion on what has been learnt in order that reflective learning will contribute to identifying objectives, success criteria, and action plans that can be included in PDPs. In addition at level 6 in the research project module the supervisor will initially assist with the clarifying the terms of the research project, establishing a timetable for the research and subsequent meetings, directed background reading as well as report format and writing and statistical analysis and students will also develop their graduate statement.
Other external links providing expertise and experience
Institute of Biomedical Science
Career, employability and opportunities for continuing professional development
In line with the University Careers Education Framework (CEF), Careers, employability and enterprise information and guidance is given to students in a timely manner, to facilitate students taking maximum advantage of extra-curricular opportunities and help to develop, student self-awareness, self-belief and confidence to achieve realistic career goals.
Model CVs, covering letters, graduation statements, job adverts, job descriptions and person specifications for use by Academic Tutors and students are provided within course and module VLE pages. A number of employer and alumni-led career events will be organised by the School and each Subject Group. Also process of personal development planning takes place throughout the course to help students to crystallise their aims, reflect on their progress and plan ahead in the context of employability and career goals. In addition there are formal arrangements for Practitioners and the Careers Service to contribute to the embedded Employability skills throughout the degree programme. Further careers input will also be provided for those electing for the Work Placement module. Biomedical science is health care /research-based science and its practical application. The course is designed to incorporate the study of life processes in relation to health and identifying disease and its causes, investigate and monitor pathological processes and treatment strategies. Subjects covered are broadly similar to the pre-clinical components of a medical degree, provide a focused experience of the structure, functioning and analysis of biological fluids, cells, tissues and the relationship of body systems in health, disease, and the environment. With the growing demand for biomedical expertise, our graduates will be embark on a career paths such as trainee Health Care Scientists/Biomedical Scientists, Clinical Scientist, Researcher and within other scientific laboratories. This degree is accredited by the IBMS (Institute of Biomedical Science).
Professional Statutory and Regulatory Body (PSRB) accreditations & exemptions
Many graduates go on to careers in hospital and private medical laboratories as healthcare assistants, phlebotomists and biomedical scientists. Previous students have found work with companies such as NHS pathology laboratories and The Doctors Laboratory.
Other possible career paths include management, medical research, education and specialised laboratory work. The skills you'll learn are also applicable to public health (water, foodstuffs, disease surveillance etc), veterinary laboratories, blood banks, forensics, and pharmaceuticals development.
You can also use this course as an entry point into the competitive world of graduate medical studies and go on to MSc and PhD studies here at London Met or at other educational institutions. Together with further studies, this course serves as a great entry point to the newly emerging role of physician associate.
In addition to the University's standard entry requirements, you should have:
- a minimum of 112 points from 3 A levels including a B in Biology or Human Biology
- or a minimum of 112 UCAS points from an equivalent Level 3 qualification eg BTEC Level 3 Extended Diploma/Diploma, Advanced Diploma, Progression Diploma or Access to HE Diploma with 60 credits
If you don't have traditional qualifications or can't meet the entry requirements for this undergraduate degree, you may still be able to gain entry by completing our Biomedical Science (including foundation year) BSc (Hons).
Official use and codes
|Approved to run from||2013/14||Specification version||1||Specification status||Validated|
|Original validation date||01 Sep 2013||Last validation date||01 Sep 2013|
|Sources of funding||HE FUNDING COUNCIL FOR ENGLAND|
|JACS codes||C910 (Applied Biological Sciences): 100%|
Stage 1 Level 04 September start Offered
|BC4055||Fundamentals of Molecular Biology||Core||15||NORTH||SPR||MON||AM|
|BC4058||Anatomy & Physiology 1||Core||15||NORTH||AUT||MON||PM|
|BC4059||Anatomy & Physiology 2||Core||15||NORTH||SPR||MON||PM|
Stage 2 Level 05 September start Offered
|BC5051||Methods of Bioanalytical Analysis||Core||15||NORTH||AUT||FRI||PM|
|BC5061||Infection Science 1||Core||15||NORTH||AUT||TUE||PM|
|BC5062||Fundamentals of Medicinal Chemistry||Core||15||NORTH||AUT||FRI||AM|
|BC5063||Tissue Science 1||Core||15||NORTH||AUT||TUE||AM|
|BC5064||Tissue Science 2||Core||15||NORTH||SPR||TUE||AM|
|BC5070||Infection Science 2||Core||15||NORTH||SPR||TUE||PM|
|BC5K55||Ethics for Science||Option||15|
|BE6W67||Work Placement (for Life Sciences)||Option||15|
Stage 3 Level 06 September start Offered
|BC6064||Advanced Blood Science||Core||15|
|BC6065||Advanced Tissue Science||Core||15|
|BC6066||Advanced Infection Science||Core||15|