Good Laboratory Practice
Run by School of Medical Sciences
10 Credits or 5 ECTS Credits
Organiser: Mrs Bethan Davies Jones
Overall aims and purpose
An introduction to an essential range of transferable skills which allow students to fully benefit from other Level 4 (first-year) modules and also prepare them for work at later stages of the course. Emphasis will be placed on safe and efficient work in the laboratory. The sessions will develop skills in the use of basic laboratory equipment. Selected key techniques and methodologies used in clinical laboratories will be included.
Please note This module is a core component of the School of Medical Sciences accredited Biomedical Sciences degree program.
Laboratory Skills The skills sessions include laboratory activities, alongside theory to support the understanding of the basic techniques and principles of laboratory equipment. Each session will consist of a small assessment.
Practical Students will apply what they've learned during the skills sessions to generate and interpret data and present this information as a laboratory report.
Tutorials The module will conclude with tutorial sessions to cover aspects of the laboratory sessions and to prepare for the theory-based examination questions.
Category B (60%-69%):
A good student has a thorough understanding of the methods used in the preparation of samples for laboratory analysis with a confident level of laboratory skills demonstrated in practical work. The laboratory reports summarise the practical work and underlying theory well, but may be too technical and/or contain some incorrect statements. Statements are followed up by explanation and context. The figures and tables are fully annotated, but the captions may be to brief. Most laboratory calculations are correct and contain units. There is limited evidence of knowledge acquired outside of the provided lecture and practical content. Harvard style referencing is correctly used.
A good student should have a thorough factual knowledge and understanding of the information discussed in the module. They must be able to demonstrate the ability work with basic laboratory equipment, be well-organised and show technical expertise and imagination, to presented information in a logical, reasoned and articulate manner.
The difference between B and C marks reflect the quality of the presentation, structure and argument.
C- to C+
Category C (50-59%):
A less engaged student should have sufficient knowledge to provide correct but limited information about the essential facts and key concepts of the topics presented in the module. The student should display a solid ability to organise and present information and should be able to address questions with relevant facts and understanding of the subject matter. Often correct statements are included but not supported by the context. The student should be able to demonstrate and understand the use of laboratory skills. Laboratory calculations are largely correct and only some units may be missing. Figures and tables are included, but they may be incompletely labelled. Captions may be too brief. References may be missing or they may be incorrectly referenced.
There is no evidence of knowledge acquired outside of the provided lecture and practical content.
Category A (70%-100%):
An excellent understanding of the methods used in the preparation of samples for laboratory analysis with a high level of laboratory skills demonstrated in practical work. The laboratory reports are self-explanatory following a logical argument and are supported by good figures and tables including informative captions. The laboratory calculations are correct and contain units. There is evidence of knowledge acquired outside of the provided lecture and practical content. References (Harvard style) are relevant and correctly included.
Evidence of critical thinking and wider reading is essential for A+ and A* marks.
Category D (40-49%):
A threshold student should have a basic knowledge of the essential facts and key concepts of the topics presented in the module. A basic ability to organise and present information, and should be able to address questions with relevant facts and understanding of the subject matter. The student should be able to demonstrate and understand the use of basic laboratory skills. Laboratory calculations may be incomplete or incorrect, units may be missing. Figures and tables may be missing or may not be correctly labelled.
Produce adequate records of methodology and results
Interpret and apply written instruction and perform routine tasks safely and effectively
Describe the principles of common laboratory equipment and know how to use it in a safe and effective manner
Show theoretical proficiency in the use of basic laboratory equipment
Understand and apply laboratory health and safety codes
|EXAM||End of Module Exam||
End of module exam, assessing all of the taught content. Format: MCQ, short answers & computational questions.
Students will apply what they've learned during the skills sessions to generate and interpret data and present this information as a laboratory report.
|LOGBOOK OR PORTFOLIO||Laboratory Portfolio||
Each practical skills session will have a post-lab assignment to complete. There are 4 sessions in total and all assignments must be completed. The average mark for the assignments will be calculated and this will be your final grade for this module component.
Teaching and Learning Strategy
The module will end with tutorials to cover aspects of the laboratory sessions and to prepare for the theory-based examination questions.
Completing assignments, interpreting results and writing reports, reading around the topic and revising.
|Practical classes and workshops||
Students will follow practical handbooks and gain theoretical and practical skills in the use of basic laboratory techniques and calculations. Students will record methods and data, interpret results and develop transferable skills within laboratory health and safety codes.
Please note, for 2020/21, a blended learning style of delivery will be used. Students unable to attend Bangor University campus will be able to follow all aspects of the teaching online. On-campus teaching may be integrated, subject to Covid-19 related restrictions.
- Literacy - Proficiency in reading and writing through a variety of media
- Numeracy - Proficiency in using numbers at appropriate levels of accuracy
- Computer Literacy - Proficiency in using a varied range of computer software
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Exploring - Able to investigate, research and consider alternatives
- Information retrieval - Able to access different and multiple sources of information
- Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
- Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
- Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
Subject specific skills
Knowledge of professional skills and practical procedures. (benchmark: 4.2. p) and the research process. (benchmark: 6.1.e)
Be able to perform basic practical skills related to clinical procedures (benchmark: 6.2.1).
Plan and execute research, present coherent scientific arguments, evaluate the data collected, draw valid conclusions and communicate to expert and lay audiences. (benchmark: 5.3)
Synthesise information from a variety of sources to aid knowledge and understanding of medical sciences. (benchmark: 6.1.b)
Analyse, evaluate and interpret the research evidence underpinning medical sciences. (benchmark: 5.2)
Will have gained transferable employability skills in presentation, numeracy, statistics, problem-solving. (benchmark: 5.1)
Will be equipped with inter-personal skills including team building, conflict management, and display behaviour and attitudes required in a professional working life. (benchmarks: 6.1.i, 6.2.2)
Biomedical Science benchmarks:
Graduates will be able to apply their knowledge to a professional, evidence-based approach to research into the pathogenesis and origins of disease processes and the diagnosis and monitoring of disorders. (benchmark: 6.2)
Biomedical science graduates are aware of the current laboratory methods to investigate and diagnose human diseases in clinical and research environments. This includes an appreciation of research and the development of new technologies. (benchmark: 6.3)
Biomedical sciences graduates should recognise and apply subject-specific theories, paradigms, concepts or principles to reach evidence-based decisions. (benchmark: 4.2)
To plan and execute hypothesis-driven research or development work, present coherent scientific arguments, evaluate the evidence and draw valid conclusions and communicate to expert and lay audiences. (benchmark: 4.3)
Be able to undertake practical investigations in a responsible, safe and ethical manner while paying attention to risk assessment, relevant health and safety regulations, ethical issues, procedures for obtaining ethical permission and informed consent and issues relating to patient welfare. (benchmark: 4.3)
To be able to receive and respond to a variety of sources of information (textual, numerical, verbal, graphical), carry out sample selection, produce record scientific records & analyse data within a statistical context (an understanding of statistical significance and statistical power), and to communicate the outcomes to a variety of audiences using a range of formats, media and approaches including the avoidance of plagiarism. (benchmark: 4.4; 4.5)
To be able to identify individual and collective goals and responsibilities and perform in a manner appropriate to these roles, in particular, those being developed through practical, laboratory and/or field studies. (benchmark 4.6).