PMBLSCDL - MSc Blood Science (Distance Learning)

The MSc 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.

Emphasis will be placed on self-directed and problem-based learning within a lecture/extension activity framework. Students will explore case studies to promote high level reasoning in a professional context. They will compare laboratory diagnostic methods, consider new methodologies and examine research literature. Students have access a comprehensive range of journals and online learning resources via the library catalogue.

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. The personal learning log included in most modules will enhance the students ability to reflect on their learning and professional development.

The offering of MSc/PGDip Blood Science (Distance Learning) makes it possible for the course to be taken by students who due to their work or personal commitments, could not leave their employment, their home country, or simply prefer the flexibility to study for the course anywhere and anytime without having to attend the traditional campus-based classes. Students will still receive effective and timely guidance and support throughout the course.

The University’s state-of-art Virtual Learning Environment (VLE) and other appropriate tools are used to provide a highly interactive, supportive and collaborative learning experience for the students. A wide range of synchronous and asynchronous facilities are used where appropriate for the effective delivery and assessment of the modules. Among these facilities are WebLearn learning materials, video lectures, discussion board and online forum, and online presentation, viva and feedback. Students are encouraged to become active participants, rather than passive recipients, of this learning process.

There are many facilities available on Weblearn and via other tools that can make the successful delivery of the course by distant teaching not only possible but also highly effective. The examples of the range of synchronous and asynchronous facilities on VLE are listed in the following table, grouped according to their potential roles in learning and teaching, assessment, and student support.

Table can be found in the Course Handbook.

To facilitate a flexible yet structured student learning experience for each module, the range of topics covered are grouped into a number of learning units with the use of diagnostic assessments to personalise the learning as required for the students. Normally each module consists of ten-twelve learning units. Each learning unit is designed to cover selected topics
The module leaders will provide the following via VLE (e.g. Weblearn) for the module:
Clear description of required learning activities including required reading list and exercises. Lecture slides and/or other supporting materials. Answer questions posted on the discussion forum on the VLE and facilitate the discussion among students. A clear description of tasks, submission instruction, submission deadlines, assessment criteria and marking sheet.
Individual module leaders will provide synchronous and asynchronous feedback/support to online Weblearn discussions and questions and provide individual support on issues relating to the module on a weekly basis during specified office hours. In addition the course leader will also be available to provide additional feedback and support during a specified time each week.
Also where the equivalent “live” on-site modules are running during either the autumn or spring semester the DL module students will be invited to participate using collaborate (or similar tool) to foster inter-course communication and develop a cohort identity.

Students are strongly encouraged to:
1. Complete required learning activities
2. Post questions related to the module to the relevant Forum in discussion board and engage in online discussion with peers and the relevant module leader (during office hours)
3. Submit solutions to study tasks and the required assessment by the given deadline in accordance with published procedures
4. Regularly check mail boxes, notice boards, e-mails for update on the module.
5. Complete 200 hours (or 100 for 10 credit option) of study (600 hours in the case of MSc project module).
6. Regularly check mail boxes, notice boards, e-mails for update on the module.

For the MSc project module. MSc supervisors will provide a list of proposed MSc project topics or students can undertake a project proposed by them and their employer. The MSc project topics and project proposal will be developed in the “research development and skills” module. At the start of the MSc project module, each student will be allocated a project supervisor. Clear guide, milestones and submission deadlines will be provided in Weblearn, together with on-going supervision activities
About the course, its strategy towards teaching and learning and towards blended learning/e-learning
For the MSc project module. MSc supervisors will provide a list of proposed MSc project topics or students can undertake a project proposed by them and their employer. The MSc project topics and project proposal will be developed in the “research development and skills” module. At the start of the MSc project module, each student will be allocated a project supervisor. Clear guide, milestones and submission deadlines will be provided in Weblearn, together with on-going supervision activities.

Course Induction
Upon course enrolment, students will be given access to the University’s Weblearn and evision. In addition, various communication means (including Face-to-face messaging system, telephone and email) will be used to contact the students to inform them of the access to “Course Induction” shell on Weblearn.

The aim of the “Course Induction” on Weblearn is to enable students to:
1. obtain a clear understanding of relevant course/module level information;
2. gain a good understanding of university ‘s Academic Regulations relevant to the course including Student Misconduct Regulations.
3. acquire a clear knowledge of all the key facilitates on Weblearn that will be used in the distant learning.
4. understand where to find key information related to their study.
5. help develop a sense of learner-community throughout the course.

The following materials may be provided in the “Course Induction” shell on Weblearn:
1. A recorded welcome video from the School
2. A number of video clips and documents which help to guide students to access modules on Weblearn
obtain a Face-to-face messaging system account and link to online guide on the use of Face-to-face messaging system:
access to the online library and e-textbooks.
submit assignments via “Turnitin” and “assignment” links.
check feedback on Weblearn.
access university email and use it to contact tutors.
participate in discussion in the discussion board
use Evision to change personal details, check module result, enrol modules, etc.
access the university ‘s Academic Regulations including those on Student Misconduct.
3. Small tasks (such as posting a bio to discussion board, submitting an essay type assignment to Turnitin, and email the tutor) will be given to the students to check they have achieved the aims of the course induction.
4. Links to other relevant information such as online module catalogue, and tutor profile page.

Course Aims
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.
It will also provide graduates with advanced study of Blood Science, which underpins career progression and development; an appreciation of the depth and breadth of Bood Science, the remit of the HCPC, the attributes and roles of the practitioner and requirements for laboratory safety, QA, QC, and accreditation bodies, examine different theoretical perspectives, methodological approaches, research interests and practical applications within Biomedical Science. The course will provide an informed and critical appreciation of recent scientific developments in relation to diagnostic laboratory pathology, explore specialist knowledge in areas of Biomedical Science, enable students to plan, conduct and report a masters level research project and enhance understanding of QA/QC, external quality assurance schemes, MHRA, GLP etc. It will also explore and critique the clinical, diagnostic and research implications, within a clinical multidisciplinary laboratory.

Additional generic postgraduate aims include the development of research skills for use in project work and production of research reports. Also to develop students’ intellectual, practical and personal skills in the area of Biomedical Science consistent with masters level study. Students will be able to to undertake a substantial individual project which utilises current and up-to-date Biomedical Science techniques and research tools. The course will encourage students to reflect critically on their own experiences, to develop their own capabilities and to regard themselves as life-long learners.

Professional development and the practice of managerial skills are also to be supported on the course. The distance learning delivery mode offers significant flexibility whereby all teaching and learning materials are provided in the most advanced Virtual Learning Environment. In addition to the general programme aims above, the individual modules provide CPD opportunities for extending knowledge, updating skills, or gaining new skills in specialist Biomedical Science areas at postgraduate level.

By the end of the course students should be able to demonstrate
1. knowledge and understanding of Blood Science consistent with consolidation of advances in the subject within an existing knowledge framework and interdisciplinary operational differences between Clinical Biochemistry, Haematology and Transfusion Science
2. knowledge and understanding of technical developments, their advantages, limitations and implications and how research impacts on the diagnosis and treatment of disease (with particular emphasis on laboratory diagnostics and monitoring)
3. cognitive (thinking) skills by assimilating information and developing ideas on issues, methodologies or pathogenic processes and by explaining how a working hypothesis may be devised and tested within the constraints of a biomedical context;
4. cognitive (thinking) skills by critically evaluating material on a complex Biomedical Science topic in order to present a balanced review;
5. effective communication verbally, in writing, and by electronic means;
6. the ability to implement an advanced information search and extract relevant information;
7. the capacity for rational and balanced debate of complex biomedical issues including ethical issues as well as individual initiative, organisation and the capacity for independent learning and effective teamworking
8. increased awareness of how changes in knowledge and technology may impact on professional practice in the subject area and require adaptability
9. practical skills, through experience of advanced or novel practical methodologies;
10. practical skills, through the application of knowledge to practical problems, including test selection and the design of appropriate experimental protocols with due regard to safety and quality control issues;
11. practical skills, through experience of IT software and data bases e.g. in bioinformatics, epidemiology and in searching the Biomedical Science literature and application of statistical analyses where appropriate;
12. 12.Demonstrate confidence, resilience, ambition and creativity and will act as inclusive, collaborative and socially responsible professionals in their discipline

Although there are no QAA (Quality Assurance Agency) benchmark statements for Biomedical Science at Postgraduate level, course outcomes are in line with Generic QAA (Quality Assurance Agency) guidelines on Masters level qualifications.

Cognitive skills will be assessed in those in-course assessments, such as abstracting exercises or those requiring critical appreciation or development of solutions to problems, which implicitly target them. The individual presentation completed at the end of each module will also provide the opportunity to assess students’ ability to negotiate complex issues and to interpret and integrate diverse information from a variety of sources
Practical laboratory skills are not taught though some observation of demonstration material will also be utilised. Problem-based exercises will require exploration of practical issues in Blood Science such as the merits of alternative diagnostic strategies, comparison of alternative methodologies and experimental design. Tutorial style case studies will also incorporate exploration of practical issues, including quality control criteria and the operation of national/international quality assurance schemes.
Transferable skills will be developed through discussion, practice and advice centring on tutorial work and assignments. For example, seminar presentations with visual aids such as power point and discursive written exercises requiring selection, integration and presentation of relevant material will be used to develop communication skills. Controversial issues, the problem of incomplete data, and changing practices, will be debated. The learning process will provide opportunities for students to develop individually and as members of a team. Parts of the course, as in life, will be problem-based and will develop students’ initiative, use of conventional and electronic information sources, and scholarship.
IT skills will be assessed by the use of in-course tests and exercises and by the depth of understanding of experimental work brought to bear in the final research module.

Students will undertake a variety of assessment techniques from self diagnostic testing, debates, group work, coursework, essays, and cumulative exams. Practical skills are summatively assessed through the coursework assignments, including those in the final Project module. Data handling skills are assessed by, practical reports, problem solving exercises, information abstracting and reviewing exercises, poster presentations, exams and seminar presentations.
Assessment is undertaken by a variety of formative and summative assessment methods, including:
i) individual research projects;
ii) individual work on case studies;
iii) the development of public information leaflet;
iv) the development of scientific poster;
v) assessments including quizzes that are negatively marked;
vi) the reviewing of journal articles;
vii) demonstrations and oral presentations;
viii) the compilation of workbooks;
ix) the authoring of a Personal Learning Log.

Formative assessment such as small individual assignments, formative quizzes, abstracting, report writing, and online presentations will assess the level of cognitive skills acquired by the students throughout the course. Summative assessment such as negatively marked quizzes, module long coursework (including personal learning logs) and end of course assignments will provide concrete evidence of the level that these cognitive skills have been learnt.

As students progress through the levels of study they will be confronted with more complex cognitive skill assessment such as research reports, project proposal, research skills and components of the final MSc project. The process of project development is facilitated by the tutors and assessed formatively and summatively.

Both formative and summative feedback is provided to the students at various and appropriate stages of their study for the module.

Among the key issues in a distance learning delivery course are authentication and plagiarism detection of student work.

Each student on this course is required to electronically sign the acceptance of the “academic honesty statement” at the beginning of each module. The statement will specify the university's position on the use of unfair means and the penalties it may impose on any student misconduct.

Authenticate student identity:
i) The authenticated copy of the students’ photo ID must be submitted to the University as part of the enrolment process.
ii) The student photographs will be made available to all online tutors to verify and confirm the identity of the students during any required oral assessments.

Authenticate student work:
i) Regular online communication takes place between students and online tutors. This allows the tutors to not only monitor student’s performance but also identify any unusual patterns of achievement.
ii) Online viva/presentations are organised for all modules, partly to authenticate/evidence student work.
iii) A suitable plagiarism-detection tool, Turnitin (within Weblearn), will be used for all essay type coursework submission to identify and prevent plagiarism and collusion.

Enhance student retention
i) Provide prompt pastoral supports: course leader provides academic support from the course level, and course administrator acts as the first point of contact for students for non-academic matters.
ii) Identify “at risk” students as soon as possible and provide adequate support: Module leaders will identify “at risk” students who fail to complete the given tasks or fail to make reasonable progress in any learning unit. These “at risk” students will be contacted promptly via telephone or email and appropriate support given.
iii) Maintain regular interaction between the students and tutors: Module leaders will maintain regular communication with the students throughout the module, including provide formative feedback for each learning unit and summative feedback at the end of the module.
iv) Build a strong sense of learning community: a discussion board will be set up for each module. This discussion board will enable students to build a supportive and interactive learning community.
Organize regular events (tutorials via online streaming or off-line videos, best poster award etc) to further enhance students motivation and encourage best practice.

PGDip award cannot include BM7P20DL

Many students will have undertaken the process of PDP during their undergraduate career or in the workplace. At Masters level, PDP is designed to build on and enhance the skills which the student have developed during their undergraduate level studies or work experience and help them to critically review their learning experiences, set future personal and academic goals and evaluate their progress towards these goals.

PDP is designed to assist students develop as independent learners, identify their strengths and weaknesses not only whilst studying at MSc level, but will be of benefit throughout their future career.

During the induction phase of the programme students will be introduced to structured reflection on their development of Postgraduate Skills which constitute much as the substance of personal development planning. Progress with Postgraduate 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 Postgraduate Skills. Students will be encouraged to develop their personal portfolio to critically review their learning experiences, set their future personal and academic goals and evaluate their progress towards these goals.

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The resources of the Careers Service are available to all Students, who, as Postgraduates, may already be pursuing defined career goals. Students are also made aware of the advantages of IBMS membership, its careers information and the employment opportunities advertised in its publications.

This course allows students to be considered for promotion at work. Graduates with two years relevant professional experience can apply for the Member grade of membership of the IBMS. The course develops professional skills which enhance employability.

With the growing demand for biomedical expertise, our graduates will be embark on a career paths such as Health Care Scientists/Biomedical Scientists, Clinical Scientist, Researcher and within other scientific laboratories. Some students go onto complete a PhD

The extension of knowledge this course provides allows practising biomedical scientists to be considered for promotion at work. Increasing numbers of healthcare scientists are benefitting from training in this discipline too.

Your career opportunities could include employment in National Health Service (NHS) hospital laboratories and other health-related areas. Roles include those in pharmacology, biotechnology and similar areas.

Our graduates have also been well-placed to apply for research studentships and PhD research scholarships.

You will be required to have:

• a first or second class honours first degree (or equivalent) in biomedical or life sciences subjects (that included appropriate biomedical content), although other subjects may be considered

Lower grades, or non-degree qualifications supplemented by substantial work experience, may be considered at interview.