BSc (Hons) Medical Sciences
01 Sep 2027 - 31 Aug 2033
| Course Leader | Josephine Bradley |
|---|---|
| Course Team | Tracie McKinney, Sky Redhead, Sioned Owen, Cerith Jones, Lewis Fall, Aled Bryant, Anthony Caravaggi, Martin Powell, Aaron Wall |
| Awarding Body | University of South Wales |
| Teaching Institutions | University of South Wales |
| Modes of Study | Full Time |
Document Version
| Version | 0 |
|---|---|
| Valid From | 01 Sep 2027 |
| Valid To | 31 Aug 2033 |
QAA Benchmarks
Educational Aim
Develop academic skills and comprehensive knowledge through a strong foundation in biomedical sciences, integrating theoretical understanding of human biology, physiology, and pathophysiology with clinical application, contemporary healthcare practice, and emerging global health challenges.
Provide a coherent and academically challenging programme of study that combines biomedical theory, laboratory and clinical skills development, research techniques, and critical evaluation, enabling students to develop independent scientific reasoning and innovation, and transferable skills applicable across diverse health and social care careers.
Develop professional competence and critical awareness for safe and effective clinical and laboratory practice, fostering analytical, problem-solving, and decision-making skills grounded in ethical principles, legal frameworks, and health and social care policy at local, national, and global levels.
Provide structured opportunities for applied and experiential learning, including clinical exposure via placements, clinical training, simulation, laboratory investigation, case-based enquiry, and engagement with healthcare professionals and service providers, promoting interdisciplinary collaboration and cultural competence in a global context.
Prepare graduates for employment and progression within health and social care careers, equipping them with research capability, digital literacy, reflective practice skills, effective interdisciplinary working, and an understanding of health systems and policy development to support evidence-based practice and lifelong professional development in an international healthcare landscape.
Learning Outcomes
| A1 | Evaluate the core molecular, biochemical, cellular, anatomical and physiological principles that underpin human health and disease, and articulate how these foundations inform biomedical laboratory investigation, diagnostic interpretation, and clinical reasoning. |
| A2 | Demonstrate core laboratory practical skills responsibly, safely, and ethically, adhering to governance frameworks, health and safety regulations, and ethical standards. |
| A3 | Collect, analyse, interpret, and synthesise biomedical data from quantitative and qualitative methodologies, applying appropriate statistical and digital analyses to make evidence-informed decisions. |
| A4 | Effectively communicate complex biomedical and health-related information to cross-disciplinary specialist and non-specialist audiences, demonstrating teamwork, leadership, and collaborative practice in compiling and disseminating information. |
| A5 | Critically appraise scientific literature and apply relevant theories, paradigms, concepts, and principles to draw reasoned scientific conclusions, and inform progress in the biomedical field. |
| A6 | Demonstrate competence in clinical and professional skills for health and social care practice, applying professional codes of conduct, autonomy, reflection, and accountability, while critically evaluating the development, management, and impact of health and social care systems and policies on public health. |
| A7 | Design, plan and undertake a dedicated period of applied research within a medical science field, generating data, critically interpreting findings and presenting evidence-based conclusions reflecting ethical considerations. |
| B1 | Evaluate the core molecular, biochemical, cellular, anatomical and physiological principles that underpin human health and disease, and articulate how these foundations inform biomedical laboratory investigation, diagnostic interpretation, and clinical reasoning. |
| B2 | Demonstrate core laboratory practical skills responsibly, safely, and ethically, adhering to governance frameworks, health and safety regulations, and ethical standards. |
| B3 | Collect, analyse, interpret, and synthesise biomedical data from quantitative and qualitative methodologies, applying appropriate statistical and digital analyses to make evidence-informed decisions. |
| B4 | Effectively communicate complex biomedical and health-related information to cross-disciplinary specialist and non-specialist audiences, demonstrating teamwork, leadership, and collaborative practice in compiling and disseminating information. |
| B5 | Critically appraise scientific literature and apply relevant theories, paradigms, concepts, and principles to draw reasoned scientific conclusions, and inform progress in the biomedical field. |
| B6 | Demonstrate competence in clinical and professional skills for health and social care practice, applying professional codes of conduct, autonomy, reflection, and accountability, while critically evaluating the development, management, and impact of health and social care systems and policies on public health. |
| B7 | Design, plan and undertake a dedicated period of applied research within a medical science field, generating data, critically interpreting findings and presenting evidence-based conclusions reflecting ethical considerations. |
| C1 | Evaluate the core molecular, biochemical, cellular, anatomical and physiological principles that underpin human health and disease, and articulate how these foundations inform biomedical laboratory investigation, diagnostic interpretation, and clinical reasoning. |
| C2 | Demonstrate core laboratory practical skills responsibly, safely, and ethically, adhering to governance frameworks, health and safety regulations, and ethical standards. |
| C3 | Collect, analyse, interpret, and synthesise biomedical data from quantitative and qualitative methodologies, applying appropriate statistical and digital analyses to make evidence-informed decisions. |
| C4 | Effectively communicate complex biomedical and health-related information to cross-disciplinary specialist and non-specialist audiences, demonstrating teamwork, leadership, and collaborative practice in compiling and disseminating information. |
| C5 | Critically appraise scientific literature and apply relevant theories, paradigms, concepts, and principles to draw reasoned scientific conclusions, and inform progress in the biomedical field. |
| C6 | Demonstrate competence in clinical and professional skills for health and social care practice, applying professional codes of conduct, autonomy, reflection, and accountability, while critically evaluating the development, management, and impact of health and social care systems and policies on public health. |
| C7 | Design, plan and undertake a dedicated period of applied research within a medical science field, generating data, critically interpreting findings and presenting evidence-based conclusions reflecting ethical considerations. |
Course Structure
Level 4 Modules
| Module Code | Module Id | Module Title | Module Status | Credit Value | Module Type |
|---|---|---|---|---|---|
| 4B006B | MOD014143 | Build a Cell | Running | 30 | specified |
| 4B007B | MOD014144 | Build a Human | Running | 30 | specified |
| 4B009B | MOD014162 | Science, Society and Human Health | Running | 30 | specified |
| 4B010B | MOD014163 | Principles of Clinical Sample Analysis | Running | 30 | specified |
Level 5 Modules
| Module Code | Module Id | Module Title | Module Status | Credit Value | Module Type |
|---|---|---|---|---|---|
| 5B011B | MOD014164 | Molecular Basis of Disease | Running | 30 | specified |
| 5B014B | MOD014167 | Human Pathologies | Running | 30 | specified |
| 5B022B | MOD014364 | Introduction to Clinical and Professional Practice | Running | 30 | specified |
| 5B023B | MOD014366 | Applied Clinical and Professional Practice | Running | 30 | optional |
| 5B065E | MOD014075 | Commercial Management and Enterprise | Running | 30 | optional |
| 5B069E | MOD014079 | Project Management | Running | 30 | optional |
Level 6 Modules
| Module Code | Module Id | Module Title | Module Status | Credit Value | Module Type |
|---|---|---|---|---|---|
| 6B026B | MOD014367 | Healthcare Innovation and Translational Medicine | Running | 30 | specified |
| 6B025B | MOD014365 | Advanced Clinical Anatomy and Physiology | In Development | 30 | specified |
| 6B012B | MOD014170 | Biology in the Real World: Data, Diversity and Decisions | Running | 30 | specified |
| 6B009B | MOD014160 | Independent Research Project | Running | 30 | specified |
Teaching and Assessment
Learning and Teaching Methods
The BSc Medical Sciences course is designed with USW 2030 Curriculum Design Principles at its core, providing a robust bioscientific degree, whilst fostering professional and transferrable skills throughout. The learning and teaching strategy is informed by constructivist principles (Biggs, 1999; Vygotsky 1978), recognising that students develop knowledge through active engagement with content, peer interaction, and application to authentic clinical contexts, therefore learning and assessment activities are designed to be integrative, immersive and authentic throughout levels 4-6.
Learning activities are research-led, and co-designed with stakeholders to replicate the conditions of real-world experiences, such as simulated and real-life clinical exposure, via a dedicated clinical skills classroom, and clinical placements. As an inherent focus of the design, Medical Science students work alongside Biomedical Science students, as they would in the multi-disciplinary environment of healthcare settings. Activities on the course are also aligned to specific clinical cases and unique experiences such as human dissection (delivered at Cardiff University), to mirror the skills coveted to progress to postgraduate Medicine, and more specifically, required to meet the progression agreement to A101 Graduate Entry Medicine at Cardiff and Bangor Universities.
Learning activities are developmental, authentic, and purposeful, such as clinical skills training, clinical scenario simulations, and clinical placements, paired with cross-disciplinary activities such as team problem-solving workshops, to maximise the real-world experience of operating as a multi-disciplinary team. These are also intentionally engineered throughout levels 4-6 to coherently scaffold the knowledge, skills and behaviours expected of our graduates, from foundational understanding to complex application, whilst being varied and inclusive to diverse learner needs and strengths.
Inherently inclusive, both learning and assessment activities will be varied to incorporate a multitude of learning styles/preferences, with as much student choice incorporation as possible to meet module and course LOs. The course offers flexibility and anticipatory adjustments to support accessibility and inclusion (USW Accessibility, Reasonable Adjustments and Inclusive Education Policy, 2023). The team are also dedicated to enabling Welsh learner equity and autonomy, committing to offer 40 credits per year in Welsh, in line with the USW Welsh Language Standards and Compliance Statement (2022).
Student autonomy is also scaffolded throughout Levels 4-6 through use of transparent assessment criteria and reflective practice, with a choice of degree pathway embedded at Level 5, allowing learners to take control of their learning journey.
Engagement is fostered through varied, meaningful and interactive learning activities, such as hands-on laboratory practicals, immersive clinical skills and placement sessions, and research-informed innovation.
The design of a Challenge-based Curriculum (CBC) is underpinned by USW 2030 Curriculum Design Principles and the Enabling Active Learning (EAL) policy). Challenge-based learning is facilitated through industry-informed, real-world scientific and clinical case scenarios, providing students with opportunities to innovatively problem-solve, independently lead and collaboratively work within interdisciplinary teams with a view to producing globally-beneficial outcomes in healthcare provision.
Proposed Welsh-Medium Delivery Approach
33 % of this course will be delivered through the medium of Welsh. This will be achieved by providing pre- and post-session learning resources in Welsh. These materials will be translated annually over a three-year period as each level of the course is rolled out, thereby reducing the initial implementation burden.
All face-to-face teaching sessions will continue to be delivered in English. However, as each week includes one hour of pre-activity and one hour of post-activity for every four hours of in-person teaching, this ensures that approximately 33% of the total weekly learning workload is accessible to learners in Welsh.
This model has been reviewed and validated by colleagues within the BA (Hons) Fashion Marketing programme, confirming its appropriateness, feasibility, and alignment with existing delivery structures.
In addition, there are a number of Welsh-speaking members of staff available to support learners. While they may not always be subject specialists, they are able to contribute in a tutor or facilitative capacity, supporting students’ learning journeys through the medium of Welsh where required.
The Welsh-language resources will be created once and can then be reused in subsequent years, ensuring efficiency and sustainability. These materials may include, for example, translated worksheets, dubbed or subtitled videos, Welsh transcripts, and other supporting learning resources. Where appropriate, these may be direct translations of the English materials or adapted alternatives designed specifically for Welsh-medium delivery.
We believe that this structured approach to Welsh-medium provision is inclusive for our learning community, supports access to Coleg Cymraeg funding opportunities, and actively encourages all learners to engage with Welsh language provision. Clear marketing of the course as offering Welsh-medium learning opportunities will further support recruitment, accessibility, and student choice.
Employer Engagement
Means of Assessment
Assessments on the BSc Medical Sciences course are designed to be authentic and industry-aligned, enabling students to demonstrate the integrated application of knowledge and skills required to work effectively in a multi-disciplinary healthcare team.
Cumulative and scaffolded, the assessments allow learners to progressively build competence, confidence, and autonomy as they move from foundational understanding at Level 4 to advanced, self-directed practice and critical evaluation at Level 6.
A variety of assessments are engineered to optimise all preferred learning modalities, and provision of student choice in assessment format (see Table 1) provides an inclusive approach that enables all students to optimise and maximise their academic potential. Examples include choice of creative digital output for a scientific communication assessment (such as a written blog, audio podcast, informative video/animation), or choice of written or orally-presented reflective assignment, to best leverage their skill strengths and personal preferences.
Assessment formats are designed to promote scientific and academic integrity while building effective communication skills. They foster the ethical, responsible, and professional use of generative AI, supporting digital fluency, and preparing students for an increasingly AI-enabled future (see Table 2). At the same time, they encourage the development of scientific writing skills, and purposefully enable educators to accurately recognise learners’ level of knowledge and understanding.
Assessments such as oral presentations, Observed Simulated Clinical Examinations (OSCEs) and viva voce examinations, replicate those found on postgraduate Medicine courses, thus prepare students for their continued vocational study. Throughout, a learner can express and reflect upon their knowledge, problem-solving and opinions in real-time, mirroring professional expectations and realities of challenges faced in health care. Through writing workshops embedded in the proposed module design, the scientific writing process can be supported and understood, with academic input and formative feedback.
Graduate Attributes are explicitly mapped throughout the course assessments so that these are developed alongside theoretical knowledge and professional skills. Summative and formative assessment will be available in every module at a minimum ratio of 3:2 with opportunities for learners to gain detailed feedback on skills development. Summative assessments will specifically address module Learning Outcomes, whilst formative assessments will address skills to be developed alongside these. The majority of Module LOs will be met through successful completion of at least one module assessment.
In line with the Academic Blueprint, the first two Level 4 blocks (Science, Society and Human Health, and Build A Cell) are assessed on a pass/fail basis to support transition and confidence in early university study.
In accordance with the USW Welsh Language Standards and Compliance Statement (2022), students have a legal right to submit assessments in Welsh, irrespective of language of delivery. Within the course team, 22% staff are able to mark these submissions.
Flexibility and reasonable adjustments to assessments further promote the inclusive design of assessment on the course (USW Accessibility, Reasonable Adjustments and Inclusive Education Policy, 2023).
Assessment design and module delivery are designed to ensure constructive alignment between module learning outcomes, course learning outcomes, and industry competency frameworks. The programme of study is designed to ensure that all students meet the module learning outcomes, and therefore advance to meeting all 7 course learning outcomes as they progress through the 3 levels of study. Only when all 12 modules are completed and passed, will they meet all 7 course learning outcomes. Students who exit the programme with an Intermediate or Exit Award will only partially meet the course learning outcomes.
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 BSc Medical Sciences 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 and the BSc Medical Sciences programme
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 clinical 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 standards.
Online Resources - 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 into the course curriculum (e.g., SPSS, Excel, motion analysis systems).
Library Services - The USW Library offers extensive print and digital collections, including dedicated 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/biology.
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.
Clinical library services are also provided at the Royal Glamorgan, Prince Charles and Princess of Wales hospitals.
Learner Development - 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/
Furthermore, completing 80 hours of supervised placement provides Medical Sciences students with real-world experience, professional networking, and practical skills that enhance employability. 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 |
|---|---|---|
| Bachelor of Science (with Honours) | 360 credits of which at least 100 must be at Level 6 or above, 120 at Level 5 or above, 120 at Level 4 or above and no more than 20 at Level 3 | Final |
| Diploma of Higher Education | 240 credits of which at least 100 must be at Level 5 or above, 120 credits at Level 4 or above and no more than 20 credits at Level 3. | Exit |
| Certificate of Higher Education | 120 credits of which at least 100 must be at Level 4 or above and no more than 20 at Level 3 | Exit |
Progression Route
Entry Requirements
Admission to the course is typically through the following qualifications:
The course typically requires 120 UCAS points usually applied as follows:
A-Level Offer
BBB or ABC to include Biology but to exclude General Studies
Please Note: A-Level Chemistry is also required if applying to Cardiff Medical School after studying at USW
Welsh BACC Offer
Grade B and BB at A Level to include Biology but to exclude General Studies
BTEC Offer
BTEC Extended Diploma Distinction, Distinction, Merit in a relevant subject which must include Biology modules
Please Note: BTEC qualification are no longer accepted by Cardiff University Medical School
IB Offer
Pass the International Baccalaureate Diploma with a minimum score of 32 overall including a score of 5 in Biology at Higher Level. You will also need to obtain a score of 5 or above in English at standard level.
Please Note: a score of 5 in Chemistry at Higher Level is also required if you are considering applying to Cardiff Medical School after studying at USW
Typical Access to HE Offer
Science Dipoma with 45 Level 3 credits equating to 24 Distinctions (18 from Science) from Science units, 18 Merits and 3 Passes. Other combinations equating to 118 UCAS tariff points are acceptable
Please Note: Cardiff University Medical School will only accept the Agored Access to Medicine Access Higher Education course – no others are accepted
Additional Requirements
GCSEs: For entry to this course the University normally requires a minimum 5 GCSEs including Mathematics/Numeracy and English at Grade C or Grade 4 or above, or their equivalent, but consideration is given to individual circumstances.
Please Note: if looking to progress to graduate entry Medicine at Cardiff University after completing our degree, we advise applicants to check their specific entry criteria as the GCSE/IELTS requirement could be higher (IELTS is typically offered at 7), and students would be expected to meet these requirements irrespective of degree or any Level 3 qualifications/results they have achieved.
BSc (Hons) Biomedical Sciences, Biological Sciences, Pharmaceutical Sciences or Wildlife Ecology and Conservation (Including Foundation Year):
Students who are studying this common Foundation Year course are required to achieve a mark of 70% or higher, with no module below 60%, in order to progress onto the BSc (Hons) Medical Sciences degree.
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