Module MSC-1020:
Ymarferion Biofeddygol

Module Facts

Run by School of Medical Sciences

20 Credits or 10 ECTS Credits

Semester 1 & 2

Organiser: Mrs Bethan Davies Jones

Overall aims and purpose

Bydd y modiwl yn adeiladu ar y sgiliau trosglwyddadwy a ddatblygir yn y modiwl Ymarfer Da'r Labordy ac mae'n anelu at roi sgiliau i fyfyrwyr sydd eu hangen ar gyfer camau diweddarach yn y cwrs. Yn fwy penodol, bydd yn cyflwyno amrywiaeth o dechnegau a gweithdrefnau arbrofol i fyfyrwyr sy'n cael eu defnyddio mewn bioleg moleciwlaidd a'r gwyddorau biofeddygol.

Noder Mae'r modiwl hwn yn elfen graidd o raglen raddedig achrededig Gwyddorau Biofeddygol yr Ysgol Gwyddorau Meddygol.

Course content

Bydd amrywiaeth o ymarferion labordy yn cael ei gynnwys i ddatblygu hyfedredd yn y labordy a sgiliau dadansoddi. Bydd sesiynau labordy yn cynnwys technegau megis sbectroffotometreg, dadansoddiad microsgopig o feinwe fiolegol, adnabod microb, PCR ac electrofforesis. Bydd y sgiliau trosglwyddadwy cysylltiedig fel cyfathrebu gwyddonol, casglu data a thechnegau dadansoddi data meintiol yn cael eu datblygu ar y cyd â'r rhaglen ymarferol.

Yn ogystal, bydd myfyrwyr yn cael y cyfle i ymweld â labordy clinigol. Nod yr ymweliad hwn yw rhoi cipolwg i fyfyrwyr ar sut mae gwyddoniaeth biofeddygol yn helpu diagnosis a thriniaeth cleifion.

Assessment Criteria

excellent

Category A (70%-100%):

Very good understanding of the methods used in the practicals. Student is very confident and thorough whilst conducting the experimental 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.

good

Category B (60%-69%):

A good student has a thorough understanding of the methods used in the experimental work and displays a confident level of laboratory skills. 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.

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.

threshold

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.

Learning outcomes

  1. Cadw cofnod o waith a wnaed mewn llyfrau gwaith ymarferol.

  2. Ysgrifennu adroddiad o waith arbrofol yn y labordy mewn dull ysgrifennu gwyddonol priodol.

  3. Dilyn protocol ysgrifenedig arbrofol a chofnodi a phrosesu data arbrofol, gan gynnwys dadansoddiad ystadegol priodol

  4. Dangos dealltwriaeth o ddefnyddio technegau moleciwlaidd i ddelio ag amrywiaeth o gwestiynau biolegol

  5. Darganfod gwybodaeth o lenyddiaeth, ei gwerthuso'n feirniadol a'i syntheseiddio.

Assessment Methods

Type Name Description Weight
LOGBOOK OR PORTFOLIO Fitamin C

Llyfr log ymarferol i'w gwblhau a'i gyflwyno yn ystod y sesiwn ymarferol.

12.5
LOGBOOK OR PORTFOLIO Aspirin

Llyfr log ymarferol i'w gwblhau a'i gyflwyno yn ystod y sesiwn ymarferol.

12.5
LOGBOOK OR PORTFOLIO Mycoleg

Llyfr log ymarferol i'w gwblhau a'i gyflwyno yn ystod y sesiwn ymarferol.

12.5
REPORT PCR & Gel Agarose

Adroddiad ymarferol yn trafod canfyddiadau sesiynau ymarferol patholeg foleciwlaidd.

25
LOGBOOK OR PORTFOLIO Histoleg

Llyfr log ymarferol i'w gwblhau a'i gyflwyno yn ystod y sesiwn ymarferol.

12.5
LOGBOOK OR PORTFOLIO Taith Labordy Clinigol

Llawlyfr cwestiynau ateb byr i'w gwblhau ar ôl yr ymweliad â labordy Patholeg y GIG.

25

Teaching and Learning Strategy

Hours
Fieldwork

Ymweliad labordy ysbyty 1 x 3-awr, a gynhaliwyd ar ddiwedd y modiwl.

3
Private study

Yn ystod yr amser a neilltuwyd i astudio preifat, disgwylir i fyfyrwyr ysgrifennu adroddiadau ymarferol, gan gynnwys ymchwilio i gefndir damcaniaethol yr ymarferion ymarferol (deilliannau 2, 3, 6 a 7)

179
Laboratory

6 sesiwn ymarferol 3-awr (deillianau 1 i 7).

18

Transferable skills

  • 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

Medicine benchmarks:

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).

Resources