Introduction to Biomedical Laboratory Science, 12 credits

The aim of the course is that the student should develop basic knowledge and skills for the profession of the biomedical scientist. It includes the understanding of which role the biomedical the analyst have in health care, basic strategies for learning, problem-solving and introduction to research project and data analysis, and an insight in the chemical and biological principles that shape the life.

Knowledge and understanding
On completion of the course, the student should be able to:

• Explain scientifically and evidence-based working method and why it is an important part of the work both in health care and research. (SOLO 4)

• Explain the concepts knowledge, skill and method for problem-solving. (SOLO 4)

• Explain evidence-based methods for learning and assessment. (SOLO 4)

• Give an account of terms and basic principles of basic chemistry from the structure of the atom to chemical reactions. (SOLO 3)
• Give an account of acid/base the equilibrium and buffer systems and put these from a physiological perspective. (SOLO 4)
• Compare the structure of various biomolecules and explain how enzymes function and discuss their role in the homeostasis of the cell. (SOLO 4)
• Give an account of various concepts, analysis and examination methods in clinical physiology and laboratory medicine relevant for diagnostics and explain the basics of quality assurance. (SOLO 3)

​Skills and abilities
On completion of the course, the student should be able to:

• Show how one uses basic laboratory equipment and specific volume measurement.(Miller 3)
• Show how one uses basic hygienic instructions. (Miller 3)
• Know how one perform studies and laboratory work systematically based on given instructions and security regulations. (Miller 2)
• Know how an experiment is planned, is carried out and is documented. (Miller 2)
• Know how analysis and research results are processed and been interpreted through application of descriptive statistics. (Miller 2)

​Values and perspectives
On successful completion of the course, the student should be able to:

• Give an account of their role as future biomedical scientist in relation to patient and other professions in health care and with regard to communication, equal opportunities and health care ethics. (SOLO 4)
• Explain the learning process and the concept the lifelong learning. (SOLO 4)
• Give an account of what knowledge implies and human responsibility for how it is used. (SOLO 4)

The course contains overviews in all domains; basic scientific skills (the chemistry of life), biomedical laboratory science skills (the chemistry of life), academic competence (scientific methodology and biostatistics) and professional skills (introduction by profession).

This course component focuses on handling of physiological and laboratory-medical issues with special focus on diagnostic processes.

The course component includes the following fields:

• Basic principles of diagnostic processes
• The difference between health and disease
• Professional patient approach and equal nursing environment
• Basic hygiene procedures
• Clinically integrated training (clinically integrated training) on physiological clinic or clinical laboratory
• Possibilities to further education

This course component explores on a general level the learning process and stress the importance of lifelong learning.

The course component includes the following fields:

• Stress management
• Cognitive Processes
• Problem-solving
• Project Work and teamwork
• Time planning and project management
• Evidence-based pedagogical models

This course component includes studies of information versus knowledge with a special focus on the development of evidence-based knowledge and basic statistics and reporting.

The course component includes the following fields:

• Development of evidence-based knowledge
• Introduction to the evidence pyramid
• Planning and design for research
• Practical exercises in data processing and data analysis
• Use of descriptive statistics in Excel
• Reporting of research results according to IMRAD
• Presentation of results in figures and text
• Laboratory miniproject in scientific methodology and biostatistics connected to experimental analyses in "Chemistry of Life"

This course component gives a general understanding of the structure, molecular structures and chemical bindings of biomolecules.

The course component includes the following fields:

• The structure and molecular structures of biomolecules
• Chemical bindings
• Acid-base equilibria and buffer systems from a physiological perspective
• Application of thermodynamics and redox system in the energy supply of the cell
• Basic chemistry knowledge: chemical reactions, equilibrium and functional groups
• Practical use of basic laboratory equipment
• Planning and implementation of experimental analyses in a laboratory miniproject

The teaching and learning is based on student-centred and student activated learning. This for example includes lectures, digital lectures with follow-up seminars (flipped classroom), seminars, quizzes, group assignment and laboratory sessions and miniprojects.

Introduction by profession
Examination: Oral reflection in the form of a presentation and practical examination in hygiene.
Compulsory: Clinically integrated training (VIL).
Formative assessments.

Sustainable learning
Examination: Written digital examination.
Formative assessments.

Scientific methodology and statistics
Examination: Written digital examination.
Compulsory: Miniprojects.
Formative assessments.

The chemistry of life
Examination: Written examination and practical examination of volume measurement.
Compulsory: Laboratory sessions and miniprojects.
Formative assessments.

The examiner decides if, and how, absence from compulsory parts can be compensated. Study results cannot be reported until the student has participated in compulsory course elements or compensated for any absence in accordance with instructions from the examiner. Absence from a compulsory educational component may mean that the student cannot take the opportunity until the next time the course is given.

Students who do not pass a regular examination are entitled to re-sit the examination on five more occasions. If the student has failed six examinations/tests, no additional examination is given. Each occasion the student participates in the same test counts as an examination. Submission of a blank exam paper is regarded as an examination. In case a student is registered for an examination but does not attend, this is not regarded as an examination.

In case of the existence of special reasons, or need for adaptation for a student with a disability, the examiner may decide to depart from the syllabus's regulations on examination form, number of examination opportunities, possibility of completion or exemption from compulsory educational elements, etc. Content and intended learning outcomes as well as the level of expected skills, knowledge and abilities must not be altered, removed or lowered.

For a course that has ceased or gone through larger changes or where the reading list has been changed considerably should be given additional test (excluding regular test) on the earlier contents or the previous literature during a time of a year from the date the change took place.

Course evaluation will be carried out according to the guidelines that are established by the Committee for Higher Education.

Teaching in English occur.