MSc Biomedical Science
01 Sep 2027 - 31 Aug 2033
| Course Leader | Sioned Owen |
|---|---|
| Course Team | |
| Awarding Body | University of South Wales |
| Teaching Institutions | University of South Wales |
| Modes of Study | Full Time, Part Time |
Document Version
| Version | 0 |
|---|---|
| Valid From | 01 Sep 2027 |
| Valid To | 31 Aug 2033 |
QAA Benchmarks
Educational Aim
The main aims of the course are:
Systematic and critical understanding of advanced biomedical science - Integration and application of specialist knowledge across clinical and diagnostic disciplines in complex and unpredictable contexts.
Critically evaluate and apply advanced diagnostic methodologies, emerging technologies, and translational research - to inform evidence-based decision-making in healthcare and laboratory practice.
Advanced analytical, problem-solving, and data interpretation skills - The ability to evaluate complex datasets, assess methodological limitations, and generate innovative solutions to biomedical challenges.
Professional competence, leadership, and reflective practice – Ensure practice operates ethically and effectively within regulatory, governance, and quality management frameworks in healthcare and research environments.
Independent research and scholarly inquiry- Design, conduct, and critically evaluate original investigations that contribute to the advancement of biomedical science and professional practice.
Learning Outcomes
| A1 | Demonstrate systematic and critical understanding of biomedical science, including advanced knowledge of cellular and molecular mechanisms of disease, diagnostic technologies, and emerging developments in biomedical research and clinical laboratory science. |
| A2 | Critically evaluate and synthesise scientific literature and biomedical data, applying advanced analytical and statistical approaches to interpret experimental findings and clinical laboratory results. |
| A3 | Apply and critically evaluate advanced laboratory and diagnostic methodologies relevant to biomedical science disciplines, demonstrating quality assurance awareness and the ability to support innovation and improvement in biomedical laboratory services. |
| A4 | Critically evaluate the clinical and scientific significance of biomedical investigations and contribute to leadership, service development, and innovation in biomedical laboratory practice within healthcare and research environments, integrating knowledge of disease pathology, laboratory diagnostics, and patient care and findings with clinical and interdisciplinary knowledge to support translational medicine and evidence-based healthcare practice. |
| A5 | Demonstrate professional, ethical, and regulatory awareness, including understanding of governance frameworks, laboratory quality management systems, and the ethical implications of biomedical research and diagnostic practice. |
| A6 | Communicate complex biomedical concepts and research findings effectively to specialist and non-specialist audiences through scientific writing, oral presentations, and professional reporting |
| A7 | Design, plan, and conduct independent biomedical research, selecting and applying appropriate experimental methodologies, laboratory techniques, and data analysis strategies to address complex scientific questions. |
| B1 | Demonstrate systematic and critical understanding of biomedical science, including advanced knowledge of cellular and molecular mechanisms of disease, diagnostic technologies, and emerging developments in biomedical research and clinical laboratory science. |
| B2 | Critically evaluate and synthesise scientific literature and biomedical data, applying advanced analytical and statistical approaches to interpret experimental findings and clinical laboratory results. |
| B3 | Apply and critically evaluate advanced laboratory and diagnostic methodologies relevant to biomedical science disciplines, demonstrating quality assurance awareness and the ability to support innovation and improvement in biomedical laboratory services. |
| B4 | Critically evaluate the clinical and scientific significance of biomedical investigations and contribute to leadership, service development, and innovation in biomedical laboratory practice within healthcare and research environments. , integrating knowledge of disease pathology, laboratory diagnostics, and patient care and findings with clinical and interdisciplinary knowledge to support translational medicine and evidence-based healthcare practice. |
| B5 | Demonstrate professional, ethical, and regulatory awareness, including understanding of governance frameworks, laboratory quality management systems, and the ethical implications of biomedical research and diagnostic practice. |
| B6 | Communicate complex biomedical concepts and research findings effectively to specialist and non-specialist audiences through scientific writing, oral presentations, and professional reporting. |
| B7 | Design, plan, and conduct independent biomedical research, selecting and applying appropriate experimental methodologies, laboratory techniques, and data analysis strategies to address complex scientific questions. |
| C1 | Demonstrate systematic and critical understanding of biomedical science, including advanced knowledge of cellular and molecular mechanisms of disease, diagnostic technologies, and emerging developments in biomedical research and clinical laboratory science. |
| C2 | Critically evaluate and synthesise scientific literature and biomedical data, applying advanced analytical and statistical approaches to interpret experimental findings and clinical laboratory results. |
| C3 | Apply and critically evaluate advanced laboratory and diagnostic methodologies relevant to biomedical science disciplines, demonstrating quality assurance awareness and the ability to support innovation and improvement in biomedical laboratory services. |
| C4 | Critically evaluate the clinical and scientific significance of biomedical investigations and contribute to leadership, service development, and innovation in biomedical laboratory practice within healthcare and research environments, integrating knowledge of disease pathology, laboratory diagnostics, and patient care and findings with clinical and interdisciplinary knowledge to support translational medicine and evidence-based healthcare practice. |
| C5 | Demonstrate professional, ethical, and regulatory awareness, including understanding of governance frameworks, laboratory quality management systems, and the ethical implications of biomedical research and diagnostic practice. |
| C6 | Communicate complex biomedical concepts and research findings effectively to specialist and non-specialist audiences through scientific writing, oral presentations, and professional reporting. |
| C7 | Design, plan, and conduct independent biomedical research, selecting and applying appropriate experimental methodologies, laboratory techniques, and data analysis strategies to address complex scientific questions. |
Course Structure
Level 7 Modules
| Module Code | Module Id | Module Title | Module Status | Credit Value | Module Type |
|---|---|---|---|---|---|
| 7B021B | MOD014234 | Cellular and Molecular Basis of Disease | Running | 30 | specified |
| 7B022B | MOD014235 | Applied Biomedical Science Investigations | Running | 30 | specified |
| 7B023B | MOD014236 | Regenerative Medicine: Mechanisms and Translation | Running | 30 | specified |
| 7B024B | MOD014237 | Future horizons in Biomedical Science | Running | 30 | specified |
| 7B025B | MOD014238 | Research Project | Running | 60 | specified |
Teaching and Assessment
Learning and Teaching Methods
The MSc Biomedical Science programme is designed in alignment with the University of South Wales 2030 Curriculum Design Principles, providing an advanced, research-informed and professionally relevant curriculum that reflects the expectations of Level 7 study and the standards of the Institute of Biomedical Science. The programme fosters advanced scientific knowledge, critical inquiry, leadership and autonomous professional practice, preparing graduates for progression within biomedical science, healthcare, research and related industries.
The learning and teaching strategy is informed by constructivist and transformative learning theories (Biggs, 1999; Vygotsky, 1978), recognising that postgraduate students develop expertise through critical engagement with complex scientific problems, collaborative discourse and independent application of knowledge within authentic biomedical contexts. Learning activities are therefore designed to be integrative, research-intensive and challenge-led, enabling students to critically evaluate contemporary biomedical science and apply advanced diagnostic and investigative approaches to human health and disease.
Teaching is delivered through a combination of specialist laboratory practicals, research-informed seminars, case-based learning, digital learning technologies and interdisciplinary collaborative activities. Students engage with authentic biomedical investigations and advanced laboratory methodologies aligned to contemporary professional and clinical practice, developing competence in experimental design, quality management systems, data interpretation and translational biomedical science.
Assessment strategies are authentic, inclusive and professionally aligned, supporting the progressive development of advanced analytical, research and leadership skills. Assessments include viva voce examinations, critical literature reviews, laboratory competency evaluations, case-study analyses, research proposals, reflective portfolios and an independent research dissertation. These methods are intentionally designed to support critical evaluation, evidence-based decision making and autonomous professional practice expected at Level 7.
The programme adopts a Challenge-Based Curriculum approach, encouraging students to address complex biomedical and global healthcare challenges through innovation, interdisciplinary collaboration and applied problem solving. Reflective practice, transparent assessment criteria and continuous feedback support self-directed learning, professional accountability and continuing professional development. Collectively, the programme develops advanced scientific capability, ethical awareness, digital fluency and leadership attributes required for contemporary biomedical science practice and future professional advancement.
Employer Engagement
PSRB/Partnership/Employer Engagement is critical in maintaining a degree scheme that is deemed robust and generative of skilled and competent graduates.
PSRB: a regular (5-6 year) accreditation review is held with the course’s PSRB, the Royal Society of Biology, to ensure the course content and design is concurrent with their quality standards. The provided skills/content matrix is used by the course team to ensure any changes to the curriculum maintain the core skills and knowledge, whilst adherence is also kept to the prescribed QAA subject benchmarks.
Means of Assessment
This multi-modal assessment strategy is designed to mirror the dual demands of high-level academic research and professional clinical practice, ensuring all seven Course Learning Outcomes (CLOs) are met through a \\\"constructive alignment\\\" and scaffolded approach to skill acquisition, moving from foundational literacy to professional autonomy.
Academic Mastery and Research Autonomy - Literature Review and Project are central to achieving CLO1, CLO2, and CLO7. The review builds the capacity for critical synthesis and identifying knowledge gaps, the independent research project serves as the capstone, requiring students to design, execute, and analyse original data. In-class tests ensure a robust baseline of the systematic knowledge required for CLO1, preventing over-specialisation at the expense of core disciplinary breadth.
Clinical Competence, Technical Rigor and Case Studies directly address CLO3 and CLO4. These tasks require students to interpret diagnostic data and evaluate the limitations of laboratory methodologies within a clinical context ensuring development of the precision required for high-stakes clinical environments. By analysing real-world patient scenarios, students bridge the gap between disease pathology and evidence-based healthcare, supporting the translational medicine goals and improving patient outcomes by allowing students to translate complex data into actionable clinical insights.
Professionalism and Governance - The Observational Journal and Professional Development Planning (PDP) target the \\\"softer\\\" but essential competencies of CLO5. These encourage reflective practice and a deep-seated understanding of laboratory quality management systems (QMS) and ethical frameworks. By documenting their engagement with professional standards, students demonstrate the accountability required in regulated healthcare environments. Both assessments embed formative feedback and mentoring as part of their design by capturing longitudinal writing enabling real-time personalised development.
Communication and Defence of Practice - Vivas and various reporting formats satisfy CLO6. The oral defence is particularly crucial for testing a student's ability to communicate complex concepts under scrutiny, mimicking the interdisciplinary consultations found in clinical practice and verify the authenticity of the student's work and their depth of understanding.
These assessments ensure that a graduate is \\\"practice-ready,\\\" possessing the technical dexterity, ethical grounding, and analytical sophistication required of a modern Biomedical Scientist.
Learning Support
Induction
Pre Course Induction
As per the recruitment process students are contacted (directed by the recruitment team) and there are opportunities for students to attend a taster day as an extension to the induction process. The course team contacts each student via email and phone conversations to assist in the enrolment process.
Course Induction
The induction process for MSc Biomedical Science students focuses on building community, shared responsibility, and early professional identity.
Induction begins within the wider USW Welcome Fest and Fresher’s Week events, enabling students to engage with the broader university community. Alongside this, programme specific induction sessions are delivered for each level of study, ensuring that content is appropriately tailored to student experience and academic progression.
Key areas covered include:
Welcome to Applied Sciences, the MSc Biomedical Science programme and the Graduate School
Introduction to the Course Leader and wider teaching team
Student support services and wellbeing provision
Course Handbook
Mutual expectations between staff and students
Timetables, module overview, and assessment schedules
Assessment and feedback processes
Student Voice mechanisms and representation opportunities
Team-building and problem-solving activities relevant to healthcare and practical contexts.
Learner Analytics
Student engagement and academic performance are monitored through the University’s Learner Analytics Dashboard, which provides real-time data on attendance, assessment submissions, and online learning activity. This information allows for the early identification of students who may be at risk or in need of additional support. Personal Academic Coaches (PACs) and Subject Support Officers utilise these insights to implement proactive, timely interventions, offering targeted guidance and referring students to appropriate academic or wellbeing services where necessary.
Office hours
Office hours for each academic staff member are communicated to students at the beginning of each academic year and updated as required. In line with current university practice, a hybrid working model is in place, meaning that office hours may include both on-campus availability and online appointments via Microsoft Teams, with many members of staff advertising their online booking page in their email signature. This flexible approach supports accessibility and inclusivity, accommodating students’ varying schedules, placement commitments, and travel considerations. Feedback from students indicates that this blended model is highly valued for its convenience and responsiveness to their individual needs.
Tutorials
Module leaders may provide support for students through tutorial sessions in and outside of lectures. These tutorials enable students to ask for support around module content, assessment guidance, feedback and study skill advice.?
Seminars
Seminars are designed as interactive sessions that promote discussion, critical reflection, and the application of theory to professional practice. Seminars and workshops form essential components of the face-to-face teaching and learning strategy, providing students with opportunities to engage actively, develop problem-solving skills, and consolidate their understanding through practical and collaborative activities.
Formative Assessment
The nature of challenge-based learning and teaching methods requires a continuous cycle of reflection and feedback, as students draw upon both internal and external assessment to identify gaps in their knowledge, understanding, and skills. This informal, ongoing assessment and feedback are provided by peers, academic staff, personal tutors, and placement supervisors, supporting students as they co-create and apply their learning in authentic contexts.
Formative assessment and feedback are embedded throughout all modules to monitor student progress and understanding, forming a key mechanism for evaluating and developing student competency. These formative opportunities are designed to prepare students for the range of summative assessments—practical, presentation, simulation, written, and test-based—that evaluate overall achievement. This integrated approach promotes reflective learning, professional growth, and continuous improvement throughout the programme.
Progress meetings
PAC meetings focus on the student’s personal and professional development, and progress is discussed formally at least once per term between each student and their Personal Academic Coach. Additional progress meetings with module leaders or the course lead can be requested and are welcomed.
Research Supervision
Students are allocated an academic supervisor, ensuring students get a parity of experience. Module handbooks help to communicate these expectations and processes to students.
Students undertaking independent research projects receive structured supervision from academic staff with specialist expertise. Supervisors guide project planning, ethics approval, data collection, and analysis, ensuring adherence to research governance.
Online Resources and Digital Support
All modules are linked to UniLearn, the USW integrated system, which supports assessment, learning and teaching activities through technology. All teaching materials are available through Blackboard Ultra. Students have access to MS Teams for online tutorials, discussion forums, and collaboration. Short video clips will supplement the on-campus face-to-face course delivery, providing context and additional learning to support student’s development. The Digital Support Team and Library Services provide training in digital literacy and academic software, which are embedded nto the course curriculum (e.g., SPSS, Excel)
Library Services
The USW Library offers extensive print and digital collections, including dedicated sport and exercise science databases. Subject librarians deliver tailored research skills sessions and one-to-one support. A specialist online resource guide is available: libguides.southwales.ac.uk/exercise.
Students also have access to all USW resources both on and off campus. Students have access to Findit, online resources and hard copy reservation. In addition, the school provides a range of learning resources in sites across its partner health service provider premises. Students can access 158 HE institutions throughout the UK via the Sconul Access service.
Together with introductory sessions embedded in courses, the library offers an online study guide to introduce students to the services and support it provides. A 24/7 online chat facility enables students to seek support and book one-to-one appointments. Regular drop-in sessions, such a lunch with your librarian, provide opportunities to ask questions in a less formal setting. https://library.southwales.ac.uk/
There is a library on each of the Treforest, Glyntaff, Cardiff and Newport City campuses.
Learner Development Services
The Learner Development Service delivers academic-skills workshops and individual tutorials covering writing, referencing, data analysis, and presentation skills. Support is available in person or online. https://www.southwales.ac.uk/services/learner-development-service/
Advice Zone
Advice Zone is a ‘one-stop-shop' and the first point of contact (online, live chat, by telephone, email, or in-person) for all student enquiries, offering confidential advice on anything that affects students’ ability to study. Students can self-refer or be directed to the USW Advice Zone. Instruction on the services available and how to make an appointment are included in the Course Handbook and on the USW website. These services are available to students whether on campus or in practice learning experiences. https://advice.southwales.ac.uk
Disability Advice Team
The Disability Service provides a confidential and professional service where students can discuss individual requirements relating to disability. This includes students with physical, sensory, mental health or unseen disabilities, specific learning difficulties (e.g., dyslexia) or neurodiversity. Advice and support are available for all students who have additional learning needs or require reasonable adjustments to be made. Students are encouraged to discuss additional needs or support with personal tutors and the Course Leader. https://disability.southwales.ac.uk/
Mental Wellbeing
The Wellbeing Service offers counselling, mental-health advice, workshops, and self-help resources. Staff work closely with academic teams to provide appropriate support and crisis response. https://www.southwales.ac.uk/current-students/advice-zone/a-z/support-for-students-at-usw/
Student Success
Student Success Officers work with students to identify areas of academic concern, for example decisions about transferring courses, changing study modes, or taking temporary withdrawal, and can advise on available options and suggest a holistic support plan.
Careers Service
USW Careers provides support with careers advice, employment, freelancing, work placements, and much more to help students prepare for their future: https://www.southwales.ac.uk/services/careers/
It allows students to apply theory in practice, develop clinical competence, and gain insight into different career pathways, ensuring they are work-ready and well-prepared for careers healthcare.
Course Exit Points
| Award | Criteria | Final |
|---|---|---|
| Master of Science | 180 credits of which at least 150 must be at Level 7 and no more than 30 at Level 6 | Final |
| Postgraduate Diploma in Higher Education | 120 credits of which at least 90 must be at Level 7 and no more than 30 at Level 6 | Intermediate |
| Postgraduate Certificate in Higher Education | 60 credits with at least 40 at level 7 and no more than 20 at Level 6 | Exit |
Progression Route
Entry Requirements
Admission to the course is typically through the following qualifications:
Inclusive Curriculum Statement
The University of South Wales operates a policy of inclusive learning, teaching and assessment to ensure that all students have an equal opportunity to fulfil their educational potential. Course teams will have considered ways of designing out any potentially disadvantageous element of courses during the course design process. However some specific needs may remain, details about how to apply to have your needs assessed can be found at: http://unilife.southwales.ac.uk/pages/3040-disability-and-dyslexia-service/
Addendum for Delivery at a Partner Institution
N/A
Methods Of Quality Standards
N/A
Quality Of Standards Indicators
N/A