QAA

MEMBERSHIP

Subject Benchmark
Statement

Biomedical Science and

Biomedical Sciences

March 2023
Contents
About this Statement ...........................................................................................................1
How can I use this document? ..................................................................................................1
Relationship to legislation ..........................................................................................................2
Additional sector reference points .............................................................................................2
1 Context and purposes of Biomedical Science and Biomedical
Sciences degrees..................................................................................................................3
Purposes and characteristics of Biomedical Science/Biomedical Sciences degrees .............. 3
Registration and protected title ..................................................................................................4
Equality, diversity and inclusion.................................................................................................5
Accessibility................................................................................................................................6
Sustainability ..............................................................................................................................6
Enterprise and entrepreneurship education ..............................................................................7
2 Distinctive features of Biomedical Science/ Biomedical Sciences
degrees ....................................................................................................................................8
Design ........................................................................................................................................8
Progression ................................................................................................................................9
Flexibility...................................................................................................................................10
Partnership ...............................................................................................................................10
Monitoring and review..............................................................................................................11
3 Content, structure and delivery .......................................................................... 13
Content common to Biomedical Science and/or Biomedical Sciences courses .................... 13
Teaching and learning .............................................................................................................20
Assessment..............................................................................................................................21
4 Benchmark standards............................................................................................ 23
5 List of references and further resources .......................................................... 28
6 Membership of the Advisory Groups for the Subject Benchmark
Statement for Biomedical Science and Biomedical Sciences ............................... 29
Appendix 1 ........................................................................................................................... 31
About this Statement
This document is a QAA Subject Benchmark Statement for Biomedical Science and
Biomedical Sciences. Biomedical Science degree programmes are designed to meet the
requirements for accreditation by the professional body, the Institute of Biomedical Science
(IBMS). Biomedical Sciences degree programmes cover a broader curriculum, including
areas outside of the usual remit for diagnostic laboratory science. For further information on
the distinguishing features between Biomedical Science and Biomedical Sciences courses,
see the Context and purposes of Biomedical Science/Biomedical Sciences degrees section.

This Subject Benchmark Statement defines what can be expected of a graduate in the
subject, in terms of what they might know, do and understand at the end of their studies.
Subject Benchmark Statements are an established part of the quality assurance
arrangements in UK higher education, but not a regulatory requirement. They are sector-
owned reference points, developed and written by academics on behalf of their subject.
Subject Benchmark Statements also describe the nature and characteristics of awards in a
particular subject or area. Subject Benchmark Statements are published in QAA's capacity
as an expert quality body on behalf of the higher education sector. A summary of the
Statement is also available on the QAA website.

Key changes from the previous Subject Benchmark Statement include:

• a revised structure for the Statement, which includes the introduction of cross-
cutting themes of:
- equality, diversity, and inclusion
- accessibility and the needs of disabled students
- education for sustainable development
- employability, entrepreneurship and enterprise education
• a comprehensive review updating the context and purposes, including course
design and content in order to inform and underpin the revised benchmark
standards.

How can I use this document?

Subject Benchmark Statements are not intended to prescribe any particular approaches to
teaching, learning or assessment. Rather, they provide a framework, agreed by the subject
community, that forms the basis on which those responsible for curriculum design, approval
and update can reflect upon a course, and its component modules. This allows for flexibility
and innovation in course design while providing a broadly accepted external reference point
for that discipline.

They may also be used as a reference point by external examiners in considering whether
the design of a course and the threshold standards of achievement are comparable with
those of other higher education providers. They also support professional, statutory and
regulatory bodies (PSRBs) with the academic standards expected of students.

You may want to read this document if you are:

• involved in the design, delivery, and review of courses in Biomedical Science and/or
Biomedical Sciences
• a prospective student thinking about undertaking a course in Biomedical Science
and/or Biomedical Sciences
• an employer, to find out about the knowledge and skills generally expected of
Biomedical Science and/or Biomedical Sciences graduates.

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Relationship to legislation
The responsibility for academic standards lies with the higher education provider which
awards the degree. Higher education providers are responsible for meeting the requirements
of legislation and any other regulatory requirements placed upon them by their relevant
funding and regulatory bodies. This Statement does not interpret legislation, nor does it
incorporate statutory or regulatory requirements.

The regulatory status of the Statement will differ depending on the educational jurisdictions
of the UK. In England, Subject Benchmark Statements are not sector-recognised standards
as set out under the Office for Students' regulatory framework. However, they are specified
as a key reference point, as appropriate, for academic standards in Wales under the Quality
Assessment Framework for Wales and in Scotland as part of the Quality Enhancement
Framework. Subject Benchmark Statements are part of the current quality arrangements in
Northern Ireland. Because the Statement describes outcomes and attributes expected at the
threshold standard of achievement in a UK-wide context, many higher education providers
will use them as an enhancement tool for course design and approval, and for subsequent
monitoring and review, in addition to helping demonstrate the security of academic
standards.

Additional sector reference points

Higher education providers are likely to consider other reference points in addition to this
Statement in designing, delivering and reviewing courses. These may include requirements
set out by PSRBs and industry or employer expectations. QAA has also published Advice
and Guidance to support the Quality Code, which will be helpful when using this Statement –
for example, in course design, learning and teaching, external expertise and monitoring and
evaluation.

Explanations of unfamiliar terms used in this Subject Benchmark Statement can be found in
QAA's Glossary. Sources of information about other requirements and examples of guidance
and good practice are signposted within the Statement where appropriate.

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1 Context and purposes of Biomedical Science and
Biomedical Sciences degrees
1.1 This Subject Benchmark Statement offers clarification between Biomedical Science
(singular) and Biomedical Sciences (plural) courses.

1.2 A Biomedical Science degree will include all the key clinical laboratory specialities
(Medical Microbiology (including virology), Clinical Biochemistry, Haematology and
Transfusion Science, Clinical Immunology, Cellular Pathology/Histopathology and Clinical
Genetics), enabling graduates to achieve the academic requirements needed to apply for
registration with the Health and Care Professions Council (HCPC) as a Biomedical Scientist
(protected title). Eligibility for HCPC registration can be achieved by award of an IBMS-
accredited honours degree plus a placement/period of training in an IBMS-approved training
laboratory where the IBMS Registration Training Portfolio is undertaken and successfully
verified (either during the degree or post graduation).

1.3 A degree in Biomedical Sciences is generally broader and may encompass other
human biology courses. Courses following this curriculum can be delivered with the title of
Biomedical Sciences, or with various named awards or specialisms in the degree title such
as pharmacology, molecular biology or cell biology. The potential absence of taught material
in some or all of the key clinical laboratory specialities summarised in paragraph 1.2 results
in these courses not meeting the HCPC academic requirements for registration as a
Biomedical Scientist. However, there are opportunities for students to ‘make up’ this
limitation by undertaking additional ‘top-up’ modules to meet the clinical skills requirement.
The IBMS will advise on which additional modules are required to be completed and this will
be in addition to a time in clinical practice to complete the IBMS certificate of competence
portfolio. Upon successful completion, students may apply to HCPC to gain registration.

1.4 Honours degree courses in either Biomedical Science or Biomedical Sciences are
designed to provide graduates with a broad understanding of the scientific basis of human
health and disease. Graduates from these courses will develop the qualities needed for
employment in situations which require the exercise of professionalism, critical independent
thought, personal responsibility and decision-making in complex and unpredictable
circumstances.

1.5 This Statement is intended to be valuable to potential students, their supporters and
sponsors, employers, professional and regulatory bodies, universities, colleges and schools.

Purposes and characteristics of Biomedical Science/Biomedical

Sciences degrees
1.6 Biomedical Science degrees are suitable for accreditation by the Institute of
Biomedical Science (IBMS) and provide the academic foundation for application to register
with HCPC as a Biomedical Scientist, if combined with a period of clinical laboratory training.
Degree courses which incorporate integrated and appropriate placement experience may
also be approved directly by HCPC, enabling graduates to become eligible to apply for
HCPC registration as a Biomedical Scientist. The content of these degrees, and subsequent
delivery, is developed in close cooperation with Biomedical Scientists in practice to ensure
requirements for HCPC registration are met, particularly where professional practice
placement opportunities are offered. Further information of the roles of the HCPC/IBMS and
degree routes to registration are provided in Appendix 1 and paragraphs 1.13 to 1.15 below.

1.7 Graduates from degrees in either Biomedical Science or Biomedical Sciences enter
a rapidly changing employment environment in which lifelong learning plays an essential

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role. Graduates of both degree courses can attain additional qualifications before or after
taking up employment, including master’s degrees (MSc, MRes), doctoral degrees
(PhD/DPhil and Professional Doctorates), postgraduate medical and teaching qualifications
and other professional qualifications offered by IBMS.

1.8 An IBMS-accredited Biomedical Science degree is primarily focused on producing

graduates who can enter NHS or private clinical diagnostic pathology laboratories, including
Blood Transfusion Services and Public Health Wales, but can also lead to a variety of
careers.

1.9 Both Biomedical Science and/or Biomedical Sciences degrees are considered as an
excellent basis for a wide variety of graduate-entry career paths, including:

• life science and pharmaceutical industries

• research laboratories and institutes
• sales and marketing related to healthcare and diagnostic products
• education: school, further and higher education
• food industry and food safety
• forensic laboratories
• clinical trials and regulatory sector.

1.10 Hands-on practical laboratory work forms an essential part of Biomedical Science
and/or Biomedical Sciences courses. It allows students to develop the necessary technical
skills for a career in this area and ensures they are competent and capable of safe and
accurate working in a clinical/industrial/laboratory environment.

1.11 Research skills developed within a Biomedical Science and/or Biomedical Sciences
degree provide students with the ability to develop ideas, critically appraise literature, plan
and carry out original investigations independently and assess and report the significance of
outcomes. In addition, research skills prepare students effectively for professional
employment or postgraduate research degrees in the subject areas.

1.12 Graduates from Biomedical Science courses will develop skills and knowledge to
enable interpretation of clinical laboratory and near-patient test results through their taught
modules, completing the IBMS Registration Training portfolio and being HCPC registered,
which facilitates a contribution to multidisciplinary approaches to healthcare.

Registration and protected title

1.13 Biomedical Scientist is the protected title awarded by HCPC for those who carry out
a range of laboratory investigations and scientific techniques on tissue samples and fluids to
assist in the diagnosis and monitoring of disease, evaluate the effectiveness of treatments
and provide expert advice for the treatment of patients and prevention of disease.

1.14 Those wishing to use the protected title of Biomedical Scientist are required by
statute to register with HCPC which is the regulatory body, created under the 1999 Health
Act. Eligibility to apply for registration is based on achieving the HCPC Standards of
Proficiency for the safe and effective practice of registrant biomedical scientists.

1.15 The role of the Institute of Biomedical Science (IBMS) in this process is as the
awarding body for the Certificate of Competence. This award provides evidence that
individuals have met the competency requirement of the HCPC Standards of Proficiency for
Biomedical Scientists. This verifies that they are ‘fit to practice’ as a Biomedical Scientist and
are therefore eligible to apply for professional registration with HCPC. Since 2010, IBMS has
been approved by HCPC to award the Certificate of Competence to graduates of IBMS-

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accredited degree programmes who have also successfully completed the IBMS
Registration Training Portfolio.

Equality, diversity and inclusion

1.16 This Subject Benchmark Statement expects the biomedical science and/or
biomedical sciences learning communities to commit to equity, inclusive access and
practices that anticipate the diverse needs of their community members.

1.17 This Statement asks the learning community to address issues of inclusion
throughout, and advocates intentional support for diverse student cohorts, acknowledging
that equality and diversity are inter-dependent. Promoting equity of opportunities for all,
through considered course design and development, is underpinned by valuing and
harnessing differences and treating everyone with dignity and respect. Course teams should
create an environment that encourages openness and participation, where everyone feels
respected, supported, valued and understands their personal responsibility for equality and
inclusive practice. Inclusive environments for learning anticipate and accommodate the
varied requirements of learners and ensures equitable access to educational opportunities.
Biomedical Science and/or Biomedical Sciences courses should proactively raise awareness
of equality, equity, diversity and inclusivity through integrated activities and discussions.
They should be designed to address issues in global healthcare, including factors affecting
access to good quality diagnosis and treatment. Course providers, staff and students all
have a role in, and responsibility for, promoting equality and diversity and challenging biases
and stereotypes, that is regularly reviewed and updated in line with institutional and
government guidance.

1.18 Biomedical Science and/or Biomedical Sciences are subjects whose underpinnings
rely upon objective observation. It is important, however, to recognise and proactively
discuss and confront the historical factors that have influenced many aspects of these
subject areas. Courses should critically engage with how the field has contributed to and
benefited from social injustice by, for example, presenting a balanced and informed history of
the field and acknowledging that influential scientists might have benefited from and
perpetuated misogyny, racism, homophobia, ableism and other prejudices. Students will be
encouraged to consider how individual biases, culture and society as a whole influence
biomedical science and/or biomedical sciences, including what science is done, what is
considered ethical, who does that science, how data is interpreted and how biological
knowledge is used. This should include critical examination of current practices and
incorporation of a diverse range of underrepresented sources, including work from scientists
from marginalised communities, plus case studies and learning materials representing the
full range of human diversity. Courses should be regularly reviewed to consider whether
teaching materials and subject matter covered might inadvertently perpetuate biases and
stereotypes.

1.19 Curricula should recognise the discoveries and contributions of Biologists and
Biomedical Scientists with diverse backgrounds and identities and acknowledge that different
cultural backgrounds provide different insights and lead to new discoveries. Furthermore,
learners should have the opportunity to explore Biomedical Science and/or Biomedical
Sciences topics that inspire them and allow them to situate their knowledge in the light of
their lived experiences or cultural backgrounds. Students should be encouraged to evaluate
both the positive and negative impacts of potential applications of biological discoveries and
reflect on the ways in which knowledge of Biomedical Science and/or Biomedical Sciences
might be exploited for political, commercial or capital ends, for example drug development
and targeting, in ways that can further gender-based, ethnicity-based or other inequalities.

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Accessibility
1.20 Equity involves enabling access to the programme of study for people who have
differing individual requirements alongside eliminating arbitrary and unnecessary barriers to
successful learning. Access should be equitable and based on an individual’s potential to
complete the Biomedical Science and/or Biomedical Sciences course.

1.21 Biomedical Science and/or Biomedical Sciences course teams must pay attention to
ensuring that curricula, pedagogy, assessments and practical elements of courses are
designed to be fully accessible and flexibly designed. All students should be offered learning
and assessment opportunities that are equally accessible to them, using inclusive design
wherever possible and by means of reasonable individual adjustments where necessary.
Learning and assessment experiences should be diverse to reflect the variety of the subject,
to test a range of academic and practical skills and to increase accessibility for all.

1.22 Equitable access to the course for all students should be proactively and flexibly
considered in an anticipatory way, including fieldwork, laboratory work and placements.
Different requirements should be addressed with flexibility in assessment and teaching
methods built in. Social capital, culture, sexuality, disability, neurodiversity and other
characteristics should not prevent students from having equitable access to the entire
curriculum. The team should refine and improve the course to remove barriers in response to
feedback. Course teams should work in close collaboration with student support to ensure
both the staff member and student are fully supported to ensure the curriculum is accessible
to all students.

Sustainability
1.23 Sustainability and sustainable development are key considerations in Biomedical
Science and/or Biomedical Sciences, as they are vital to managing earth resources to
promote the long-term well-being of the planet and all its inhabitants. It is important to note
that sustainability is not solely about the environment. It is an ongoing process of addressing
social, environmental and economic concerns to create a better world, and, as such, has
particular relevance to Biomedical Science and/or Biomedical Sciences. Practical
considerations might include reducing paper use, the LEAF initiative for improving the
sustainability and efficiency of laboratories and discussion of ethics and environmental
impact of laboratory work, replacing chemicals with sustainable alternatives if possible, and
consider glassware in place of disposable plastic. An awareness of waste reduction,
bioremediation, careful use of all non-renewable resources, alternative energy sources and
pollution control can be explored in the curriculum. Where applicable, consideration could
also be given to assessment design.

1.24 The application of sustainable development in the higher education sector takes
place through Education for Sustainable Development (ESD) which is the process of
creating curriculum structures and subject-relevant content to support and enact sustainable
development. As stated in the UNESCO 2019 definition, ‘ESD is holistic and transformational
education which addresses learning content and outcomes, pedagogy, and the learning
environment. It achieves its purpose by transforming society’, a vision which is consistent
with the aspirations of the Biomedical Science and/or Biomedical Sciences disciplines. An
understanding of the United Nations Sustainable Development Goals (SDGs) is essential to
this vision.

1.25 To support the inclusion of sustainable development within Biomedical Science

and/or Biomedical Sciences, users should refer to the QAA and Advance HE Education for
Sustainable Development Guidance to address teaching and learning for sustainable
development, key competencies, learning outcomes and assessment within the curricula.

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Enterprise and entrepreneurship education
1.26 Employability is a set of competencies, demonstrated by combined knowledge,
skills and behaviours that make individuals more likely to gain employment and be
successful in their chosen occupations, benefiting themselves, society and the economy.
It includes problem identification and solving, innovation, creativity, expression,
communication and practical action. Entrepreneurship enhances employability by promoting
personal development. It fosters those attributes that enable students to transition into
successful graduates, actively participating in society and identifying opportunities to develop
a meaningful career combined with the creation of cultural, social and economic value.
These attributes are integral in both Biomedical Science and/or Biomedical Sciences,
although the emphasis within the learning outcomes may differ. Developing close links with
employers and involving them in curriculum and assessment design will positively enhance
graduate employability. Employability and entrepreneurship focus on competencies
(knowledge, skills and behaviours) plus transferable themes such as business awareness,
professional ethics, health and safety, the development of reflection and self-awareness,
personal motivation, and accountability.

1.27 Enterprise and entrepreneurship education supports behaviours, attributes and

competencies that are likely to have a significant impact on the individual student in terms of
successful careers. It prepares students for changing environments and provides enhanced
impact through placements and activities that build links between academic institutions and
external organisations.

1.28 Beyond employment, entrepreneurship education provides competencies to help

students lead a rewarding, self-determined professional life, well placed to add social,
cultural and economic value to society through their careers.

1.29 Enterprise and entrepreneurship education can be co-created with multiple

stakeholders (for example, employers, professional bodies, service users or patients) and
may cover a range of topics, such as project planning and management, financial,
environmental or personal sustainability, innovation, intellectual property, and
commercialisation. Ideally, these topics may be explored through subject-specific
applications based on real-world examples.

1.30 Alumni, entrepreneurs and other relevant specialists (for example, practitioners)
may be invited as visiting lecturers and guest speakers, ensuring that tasks and
assessments are authentic and support learning through self-reflection. Collaborative work in
the course can promote teamworking and negotiation and leadership skills that can improve
employability. The student will take responsibility for continuing personal and professional
development, demonstrating a commitment to learning and self-improvement and supporting
the development of others, as appropriate.

1.31 More information can be found in the QAA document Enterprise and
Entrepreneurship Education: Guidance for UK Higher Education Providers.

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2 Distinctive features of Biomedical Science/
Biomedical Sciences degrees
Design
2.1 There is a variety of Biomedical Science and Biomedical Sciences courses across
the UK. This diversity is a strength, as it allows students to choose a course that aligns with
their interests and is suited to their individual needs and aspirations. Some courses contain
the required curriculum of the Institute of Biomedical Science (IBMS), including specific
clinical specialisms. As explained in section 1, these courses enable students to meet the
education standards of the HCPC and are called Biomedical Science (singular). Students
should confirm the accreditation status of the programme before they apply. Other courses
that encompass broader areas of human biology related to health and disease can be called
Biomedical Sciences (plural).

2.2 There are a range of possible paths to admission to degree courses. The majority of
courses require A Level Biology and Chemistry or equivalent, but many courses provide
alternatives for those choosing to study Biomedical Science or Biomedical Sciences,
regardless of prior educational background. Science foundation years are delivered by both
universities and colleges, that enable applicants without a relevant Biology and/or Chemistry
qualification to develop foundational knowledge prior to progressing onto an honour’s degree
programme.

2.3 Undergraduates in Biomedical Science and/or Biomedical Sciences will study a

standard bachelor’s degree with honours (FHEQ Level 6; FQHEIS Level 10). For Biomedical
Sciences only, students may have the opportunity to study an integrated master’s degree
with honours (FHEQ Level 7; FQHEIS Level 11). These degrees have distinct learning
outcomes to reflect the level of the award. Bachelor’s degrees provide students with subject-
specific knowledge, understanding and skills, as well as the wider transferable skills and
attributes that prepare graduates for a range of careers. Integrated master's degree courses
(such as MBio or MSci) encompass both bachelor's degrees with honours and master's
degree outcomes. An integrated master's degree is awarded after an extended course of
study which allows students to study topics in Biomedical Sciences to a greater depth and to
further develop specialist knowledge, advanced skills and undertake project work.
Standalone master’s (MSc and MRes) degree courses in Biomedical Science or Biomedical
Sciences are self-contained courses, normally involving one or two years of postgraduate
study.

2.4 Biomedical Science courses may contain optional or integrated periods of

placement/assessed professional practice in an IBMS-accredited laboratory that offers the
opportunity to complete the IBMS Registration Training portfolio. Successful completion and
verification of the IBMS Registration Training portfolio together with a completed IBMS-
accredited BSc Hons Biomedical Science degree programme allows graduates to apply to
register with the Health and Care Professions Council (HCPC) as a Biomedical Scientist.
Some Biomedical Sciences programmes may offer different placements at organisations in
the biosciences industrial sector, or the opportunity to study at an international university.
Such placements may last for a term, semester or an entire year. Credit awarded during
such a placement may vary according to the learning and assessment workload during the
experience. Credit-bearing placements should, however, be integrated within the programme
of study, so that students can relate their experience to, and use the skills that they have
developed in, their academic study. Many providers also offer or facilitate non-credit-bearing
industrial and research placement experiences during vacations to enhance student
experience and development.

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2.5 Where an institution offers several similar courses, for example Biomedical Science,
Biomedical Sciences, Human Nutrition, Pharmacology and Human Physiology, these will
typically be based around a common core of shared compulsory modules, especially in the
early years, with options in later years that allow students to specialise. This modularity
enables both flexibility and efficiency of delivery and may even allow students to defer
selection of award title until later years by retaining the option to transfer between cognate
courses.

2.6 The academic component of degree apprenticeships in Biomedical Science or

Healthcare Science Practitioner should follow the guidelines in this Subject Benchmark
Statement. Degree apprenticeships in higher education are covered explicitly in the
Characteristics Statement for Higher Education in Apprenticeships which describes the
general characteristics and distinctive features of apprenticeships in the UK.

2.7 All degree courses covered in this Statement can ensure that all students are
offered learning and assessment opportunities that are equally accessible to them, as
described in the Equality, diversity and inclusion section. This should be incorporated by
means of inclusive design wherever possible and by means of reasonable individual
adjustments where necessary. Learning and assessment experiences should be diverse to
both reflect the variety of the subject and to increase accessibility for all.

2.8 Biomedical Science and/or Biomedical Sciences course teams can also ensure that
curricula, pedagogy, assessments and practical elements of courses are designed to be fully
accessible. All learners should be supported in their development of the full range of verbal,
spatial and numerical skills, alongside other approaches required to successfully complete
their course.

Progression
2.9 Biomedical Science and/or Biomedical Sciences degree course should be designed
to promote academic and personal development. Initially, students will apply their knowledge
and understanding of simple concepts to solve well-defined problems. As the course
advances, they will develop confidence in their subject-specific knowledge and
understanding, making connections between more challenging and complex concepts that
enable them to analyse and evaluate data and problem solve effectively. On graduation,
students will be competent in a range of knowledge, understanding, experience and skills.
Graduates from Biomedical Science degrees only (following an appropriate period of clinical
training, and completion of the IBMS Certificate of Competence) are equipped to begin a
career as an HCPC-registered Biomedical Scientist. Graduates from both Biomedical
Science and Biomedical Sciences programmes may find employment in a variety of other
sectors.

2.10 The learning, teaching and assessment methods used should encourage a
progressive acquisition of subject knowledge and skills. Students will move gradually from
highly structured tasks that ‘scaffold’ learning and support the transition into university to
managing their own learning and undertaking independent tasks. This progression should be
reinforced by strategies that:

• recognise the diversity of prior experience and the challenges of transition

• allow all students to achieve their potential and realise their ambitions, irrespective
of their background or motivations for studying Biomedical Science and/or
Biomedical Sciences
• support academic and personal development in addition to learning
• are matched to the course learning outcomes or competencies for each level
of study.

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2.11 Students on a Biomedical Science and/or Biomedical Sciences degree course will
progress from one level or academic stage to the next by satisfying the regulations and
processes for each institution. These require the students to demonstrate that they have met
at least the threshold standard for the level of study. This will usually include successful
completion and the award of credit for the full range of learning and assessment, including
practical components. Students may also be required to meet additional criteria, such as
passing all core clinical specialisms on an IBMS-approved Biomedical Science programme.
The standard required to progress on a Biomedical Sciences integrated master’s degree
course may also be higher than that for a bachelor’s course.

2.12 Subject to the regulations for the institution, students will usually be offered an
opportunity to re-sit any failed assessments, particularly where that prevents either
progression or qualification for an award. Students who are not eligible to progress, or who
choose to leave a course of study early, may be eligible for a Certificate of Higher Education,
a Diploma of Higher Education, or a Pass degree, depending on the amount and type of
credit successfully completed. Integrated master’s degrees typically also offer a bachelor’s
degree with honours as an exit award for those who have attained sufficient credit but are
not able to complete the course. Bachelor’s degrees with honours from institutions in
Scotland are typically designed to include four years of study, which relates to the structure
of primary and secondary education in Scotland. For students following part-time routes,
their study time would be the equivalent of the three or four-year degree.

Flexibility
2.13 The diversity in the types of courses offered in Biomedical Science and/or
Biomedical Sciences is also reflected in diverse modes of delivery. While many courses are
delivered full-time, some offer part-time and/or distance learning study. Biomedical Sciences
courses may also offer students the opportunity to study abroad or industrial placements.
The range of delivery methods (both face-to-face and digital) utilised are also diverse and
appropriate for the needs of the learner, the taught material and their assessments. The
progressive acquisition of knowledge and skills within the subject area also enables flexibility
between courses, both within and between institutions, with mechanisms available for the
transfer of credit between institutions.

2.14 Given that Biomedical Science and/or Biomedical Sciences courses must contain
practical skills acquisition, course teams need to consider how they will support the
development of practical skills, employing both bench practical sessions supported by online
tutorials and virtual practical skills that may be acquired in a range of environments.

2.15 Courses also need to be sufficiently flexible to be able to respond to and anticipate
change, both in the advancement of the subject and its interface with other disciplines and in
the needs of its graduates and their employers, as required. Courses should be sufficiently
resilient to be able to adapt to unforeseen circumstances such as the Covid pandemic and
other challenges that may arise in the future.

Partnership
2.16 Providers may operate in academic partnerships with further education and
international colleges or with international degree providers to enable study-abroad
programmes. Some providers also offer partnership programmes that give advanced
standing to students with prior study abroad, for admission into year two or three of existing
UK degree courses. Industrial and NHS collaborations may also be utilised for partnership
delivery of degree apprenticeships. Providers are expected to develop processes for
oversight to ensure that partners involved in degree delivery meet all relevant standards and

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expectations. This should include effective communication and regular consultation to
ensure that courses continue to meet employers’ needs.

2.17 Courses should work with relevant stakeholders to incorporate work-based or work-
like learning where possible. Enhancing student employability is a fundamental outcome for
Biomedical Science and/or Biomedical Sciences courses. Therefore, engagement with the
relevant employment sectors should be extensive. The courses should have a clear strategy
for students to have the opportunity to develop employment-focused skills and engage with
employers. Students may engage with employers through paid and/or unpaid placements of
various durations during which students will be fully immersed in the workplace and
experience the day-to-day routine of employment. Funding or payment should be considered
to ensure that placement opportunities are inclusive and accessible to all.

2.18 Student societies provide excellent opportunities for students to collaborate with
their peers both socially and professionally. Societies contribute to a vibrant learning
community and range in their engagement activities from working within the university to
local communities and professional bodies. Students can also engage with relevant national
or international learned societies and professional bodies. Benefits of engagement include
access to publications, training events, careers information, grants and networking
opportunities.

2.19 Students should expect to be embraced as partners within their own courses.
Student voice should play a significant role in course development, delivery, review and the
overall student experience within Biomedical Science and/or Biomedical Sciences. Students
are able to provide guidance, feedback and support for their own learning in several ways,
this can be through departmental representatives, module, course and external student
surveys such as the National Student Survey (NSS). Furthermore, students can feed into,
and collaborate with, their students’ union, and many universities offer public social media
platforms to receive feedback from students and discuss current trends in the student
experience. Students should be involved in quality review processes and can be invaluable
during the curriculum review and development of new courses where student steering
groups may be established.

Monitoring and review

2.20 Degree-awarding bodies and their collaborative partnerships routinely collect and
analyse information and undertake periodic course review according to their own needs.
They draw on a range of external reference points, including this Statement, to ensure that
their provision aligns with sector norms. Monitoring and evaluation are a periodic
assessment of a course, conducted internally or by external independent evaluators.
Evaluation uses information from both current and historic monitoring to develop an
understanding of student achievement or inform future course planning.

2.21 Monitoring and review should include feedback from current students, external
stakeholders, such as employers and placement providers, and alumni, to influence
curriculum design, content and delivery. There should also be feedback from employers and
apprentices for degree apprenticeships.

2.22 A review ensures the embedding of Education for Sustainable Development (ESD)
and equality, diversity and inclusion (EDI) throughout the entire curriculum.

2.23 Evaluation of student performance data and various measures of the student
experience should be integrated with expert review, including that provided by external
examiners.

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2.24 Externality is an essential component of the quality assurance system in the UK.
Higher education providers will use external reviewers as part of periodic review to gain an
external perspective on any proposed changes and ensure threshold standards are achieved
and content is appropriate for the subject.

2.25 The external examination system currently in use across the UK higher education
sector also helps to ensure consistency in the way academic standards are secured by
degree-awarding bodies. Typically, external examiners will be asked to comment on the
types, principles and purposes of assessments being offered to students. They will consider
the types of modules on offer to students, the outcomes of each cohort and how these
compare to similar provision offered by other UK higher education providers. External
examiners are asked to produce a report each year and make recommendations for changes
to modules and assessments (where appropriate). Subject Benchmark Statements, such as
this one, can play an important role in supporting external examiners in advising on whether
threshold standards are being met in a specific subject area.

2.26 Undergraduate Biomedical Science and/or Biomedical Sciences degree courses

sometimes require more than one external examiner to cover the breadth of material
covered in the programme.

2.27 Programme and course teams should also conduct regular monitoring and
evaluation, with the support of independent evaluators and student feedback, to ensure
continuous quality enhancement. Evaluation of student performance data as well as student
feedback and student voice alongside other measures of the student experience should be
integrated with expert review, including that provided by external examiners, to ensure the
curricula remain current, engaging and accessible. Historic data may also enable trend
analysis to measure progress and identify emerging issues. Students and graduates, as well
as employers, service users and relevant professional bodies, should be actively involved in
designing and delivering enhancements to courses of study.

2.28 The degree courses covered in this Subject Benchmark Statement will hold
accreditation from different professional statutory and regulatory bodies. These include, but
are not limited to, the Institute of Biomedical Science (Biomedical Science programmes only)
The Royal Society of Biology (Biomedical Science and Biomedical Sciences programmes,
plus Human Physiology programmes), Association for Nutrition (AfN) for Nutrition, and
British Pharmacological Society for Pharmacology programmes.

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3 Content, structure and delivery
Content common to Biomedical Science and/or Biomedical
Sciences courses
3.1 Scientific content covered in both Biomedical Science and/or Biomedical Sciences
courses generally includes:

• human anatomy and physiology: the structure, function, neurological and hormonal
control of the human body, its component parts and major systems
(musculoskeletal, circulatory, respiratory, digestive, renal, urogenital, nervous,
endocrine) and their relationship to each other
• cell biology: the structure and function of prokaryotic and eukaryotic cells; the cell as
the fundamental unit of life; cell division, cell cycle, stem cells, cell specialisation
and cooperation
• biochemistry: key chemical principles relevant to biological systems, the structure
and function of biological molecules and the biochemistry of processes which
support life, including cellular metabolism and its control
• microbiology: the structure, physiology, biochemistry, identification, classification,
and control of microorganisms, including the roles of normal flora
• immunology: acute and chronic inflammation, structure, function and mechanisms
of action of the components of the immune system; innate and acquired immunity
• developmental biology, which may include topics such as embryonic development,
human life cycles, ageing, stem cells and regenerative medicine
• physics and chemistry sufficient to support understanding of biochemical and
biophysical processes and instrumentation
• genetics, genomics and human variation: the structure and function of genes, the
principles of their inheritance, genetic disorders with particular biomedical
significance, evolution and population biology
• molecular biology: the structure and function of biologically important molecules,
including DNA, RNA and proteins and the molecular events that govern cell
function; molecular biology overlaps with biochemistry, genetics and cell biology
• the causes and pathology of common diseases and the impact of lifestyle upon
human health
• bioinformatics and systems biology: the analysis of high volumes of biological data,
including use of appropriate computational tools and algorithms; appreciation and
modelling of the properties of a network of interacting components in a system, as
well as the properties of the components themselves
• pharmacology: the importance of drug actions in the living organism for prevention
and treatment of disease; the principles of drug-receptor interactions and the
relationship between dose and response, routes of administration, types of drugs,
how drugs are metabolised and eliminated from the body, toxic effects; approaches
for drug discovery; personalised medicine/precision medical science.

Content specific to Biomedical Science courses - clinical pathology subjects

3.2 The clinical pathology specialisms form the cornerstone of Biomedical Science
courses. While many Biomedical Sciences courses may contain some of these specialisms,

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Biomedical Science courses are required to cover all the clinical laboratory specialisms as
detailed in the IBMS accreditation criteria which form an important basis for registration as a
Biomedical Scientist. These degrees may be called either ‘Biomedical Science’ or
‘Healthcare Science’ but must be accredited by IBMS in order for graduates to meet the
academic requirements for registration with HCPC as Biomedical Scientists.

3.3 Biomedical Science students are encouraged to integrate their knowledge of

various key subjects to further their understanding of the study, investigation, diagnosis and
monitoring of human health and disease and the therapeutic strategies applicable to disease
states. Through a systems-led approach, students will integrate the clinical laboratory
specialities with underpinning knowledge of Biomedical Science processes, investigation and
treatment used for specific diseases. Biomedical Science graduates are aware of the current
laboratory methods available for the study, investigation, diagnosis and monitoring of human
health and disease in clinical and research environments. This includes an appreciation of
the development and evaluation of new and current methods and therapeutic intervention
strategies.

3.4 In addition to those areas outlined in paragraph 3.1, IBMS-accredited Biomedical

Science or Healthcare Science courses will contain the following clinical pathology subject
areas. Graduates are required to have studied and passed all subject specialisms in order to
meet the education standards required for registration with HCPC, following completion of
both the degree programme and verification of the IBMS Registration Training Portfolio.

• Cellular pathology is the microscopic examination of normal and abnormal cells

(cytopathology) and tissues (histopathology) for indicators of disease. A Biomedical
Science graduate will have knowledge of:
- the gross structure and ultrastructure of normal cells and tissues and the
structural changes which may occur during disease
- reproductive science, including infertility and embryology
- the preparation of cells and tissues for microscopic examination
- the principles and applications of visualisation and imaging techniques, including
microscopy, to aid diagnosis and treatment selection.
• Clinical biochemistry is the investigation of the function and dysfunction of systems,
organs and tissues by the measurement of biochemical markers. A Biomedical
Science graduate will have knowledge of:
- the range of common methods used for the collection and analysis of clinical
samples
- investigations of major body and organ systems - for example, renal function
tests, liver function tests, tumour marker tests, bone profile tests
- the principles and applications of biochemical investigations used for screening,
diagnosis, treatment and monitoring of disease
- therapeutic drug monitoring and investigation of substance abuse.
• Clinical immunology is the study of immunopathological conditions and abnormal
immune function. A Biomedical Science graduate will have knowledge of:
- the principles of the function and measurement of effectors of the immune
response
- the causes and consequences of abnormal immune function, neoplastic
diseases and transplantation reactions together with their detection, diagnosis,
treatment and monitoring
- principles and practice of immunological techniques used for screening,
diagnosis, treatment and monitoring of disease prophylaxis and immunotherapy.

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• Haematology is the study and investigation of the different elements that constitute
blood and blood-forming organs in normal and diseased states. A Biomedical
Science graduate will have knowledge of:
- the structure, function and production of blood cells
- the regulation of normal haemostasis
- blood cell morphology - identification of normal white blood cells and common
red blood cell abnormalities
- nature and diagnosis of anaemias, haematological malignancies, haemorrhagic
and thrombotic disease
- principles and practice of haematological techniques used for screening,
diagnosis, treatment and monitoring of disease.
• Transfusion science is the identification of blood group antigens and antibodies
which ensures a safe supply of blood and blood components. A Biomedical Science
graduate will have knowledge of:
- interpretation of blood groups, causes of blood group anomalies, antibody
screening
- the genetics, inheritance, structure and role of red cell antigens
- immune-mediated destruction of blood cells
- the preparation, storage and use of blood components
- patient blood management
- the selection of appropriate blood components for transfusion and possible
adverse effects.
• Clinical genetics is the identification of genetic mutations and polymorphisms and
their influence on disease processes. A Biomedical Science graduate will have
knowledge of:
- genomic, transcriptomic, proteomic methods used to analyse and study human
chromosomes and DNA
- the application of molecular biology and bioinformatics in medicine
- pharmacogenetics and personalised medicine
- principles and practice of techniques used for genetic testing for screening,
diagnosis and monitoring of disease, and associated ethical issues.
• Medical microbiology (including virology) is the identification and investigation
of pathogenic microorganisms, including viruses, bacteria, fungi protozoa,
helminths and the diseases they cause. A Biomedical Science graduate will have
knowledge of:
- the pathogenic mechanisms of a range of microorganisms
- public health microbiology (epidemiology and control of infectious diseases) and
the concept of One Health
- principles and practice of techniques used for screening, diagnosis, treatment
and monitoring of a range of infectious diseases, involving a range of methods
to detect and identify microorganisms, prevention and control of infection,
including vaccination, environmental and vector control
- antimicrobial chemotherapy, antimicrobial resistance (antibiotics, antivirals,
antifungals, anti-parasitics).
• Near-patient testing (NPT)/point-of-care testing is the analytical testing performed
for a patient by healthcare professionals outside the conventional laboratory setting.
A Biomedical Science graduate will have knowledge of:
- the principles and applications of investigations used in screening, diagnosis,
treatment and monitoring of disease using NPT equipment
- the application of NPT into patient pathways
- relevant quality assurance considerations.

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• Quality is central to the delivery of all laboratory services and is achieved through
the incorporation of quality systems, quality control and quality assurance in
all aspects of laboratory practice. A Biomedical Science graduate will have
knowledge of:
- interpretation of quality control standards (QC)
- importance of quality assurance and pre-analytical variables
- an understanding of the importance of external quality assessment (EQA)
- quality management (to include basic knowledge of the purpose of quality
policy, audits, standard operating procedures, training and competency
documentation, error logging and incident reporting, validation and verification,
and reagent inventories)
- laboratory accreditation (to include basic awareness of UK Accreditation Service
(UKAS) and International Organisation for Standardisation (ISO) standards).

Content specific to other courses in the Biomedical Sciences area

3.5 Other specialisms exist within the subject area of the Biomedical Sciences which
have their own specific content requirements and may also be accredited by other
professional, statutory or regulatory bodies. Specific content requirements for these courses
are detailed below.

Content in Pharmacology courses

• Pharmacology is the science of drugs, their chemical and physical properties, their
actions on living tissues and systems, and their effects on health and disease.
• Pharmacologists have played a crucial role in the discovery of hundreds of
chemicals used in the treatment of disease and the relief of human and animal
suffering.
• Pharmacologists have extended understanding of mechanisms of drug action, drug
discovery, safety and efficacy. In designing degree courses, staff are encouraged to
seek an integrated approach to pharmacology teaching and assessment that
embeds practical and transferable skills into the investigation of pharmacological
principles.

3.6 A Pharmacology graduate will have the following core knowledge, understanding
and skills.

• Pharmacodynamics (what drugs do to the body) in health and disease, including:

- molecular targets of drug action: receptors, enzymes, ion channels, transporters
and others
- drug-receptor relationships, including agonism, antagonism specificity,
selectivity, potency, desensitisation and tolerance
- the main molecular targets for drugs, knowledge of their structure and function,
and the ways in which drugs alter this function at the molecular level
- how drug action affects the major organ systems of the body as well as drug
effects on cell function, cell proliferation and cell death.
• Pharmacokinetics (what the body does to drugs), including absorption, distribution,
biotransformation and excretion.
• Individual variation in drug action and toxicity; for example, the effects of ethnicity,
gender, age, pregnancy, genetic factors, disease and drug-drug interactions.
Emerging technologies in personalised medicine (for example, small molecular
inhibitors, antisense therapy, biopharmaceuticals, novel drug delivery systems).

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• Pharmacological methods, including knowledge and/or practical experience of:
- drug concentration/dose-response relationships
- experimental methods and techniques applied to pharmacology (for example,
bioassays, receptor binding, receptor cloning, recombinant proteins for therapy,
animal models of disease, genetic manipulation of cells and animals and their
uses)
- ethical and legal issues pertaining to the use of animals in research, with
knowledge of approaches to replace, refine and reduce their use
- drug discovery and development, including toxicology, with knowledge of the
regulatory processes that monitor drug quality, safety and effectiveness
- principles of clinical trials; avoidance of bias, effect of sample size, placebo
effect and the concept of therapeutic index. Ethical issues surrounding the use
of human study participants and human tissues.

Content in Human Nutrition courses

3.7 Degree courses in Human Nutrition include a comprehensive education in
nutritional science and its application to the maintenance of human health and the prevention
of disease, echoing the 'science' competencies outlined in the Association for Nutrition (AfN)
competency requirements for course accreditation.

3.8 Many graduates of Human Nutrition courses who progress to work as nutritionists
undertake voluntary professional registration with AfN. Human Nutrition graduates are
employed in a wide range of areas, such as: health promotion, the food industry, sports
nutrition, teaching and nutritional research. Some Human Nutrition graduates progress to
undertake postgraduate training in dietetics and work as dietitians. Similar to Biomedical
Scientists, those working as dietitians in the health service in the UK must undertake
statutory registration with HCPC.

3.9 A Human Nutrition graduate will have the following core knowledge, understanding
and skills.

• An integrated knowledge of:

- the chemistry of living processes; the role of nutrients in the major metabolic
pathways and the cellular and molecular basis of disease, including the
processes of gene expression
- the clinical biochemistry of human disease and its management, with a focus on
the nutritional factors involved
- the assessment of nutritional status and the key nutritional issues associated
with different stages of the human life cycle as well as the relationship between
socio-demographic, economic and environmental factors on dietary behaviour
and patterns
- the concepts and processes associated with food science, food safety, food
storage, food processing and food microbiology
- clinical nutrition, diet therapy and health promotion/nutritional education
- nutritional issues associated with sports and exercise to maximise performance
- gene nutrient interactions and their potential role in the prevention of diet-related
diseases.
• The impact of nutritional status on the nature of disease and core theoretical
understanding of the multidisciplinary nature of human disease and its
management.

Content in Human/Medical Physiology courses

3.10 Physiology is an integrative science focused on knowledge and understanding of
how the body functions throughout the levels of organisation from chemical/molecular,
through cellular to systems and organismal level. Clear understanding of normal anatomy

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and physiology, including nervous, hormonal and other homeostatic control mechanisms,
provides the basis on which to build knowledge and understanding of the impact of disease
and inherent pathophysiological changes and processes on cells, tissues and body systems.
Degree courses are encouraged to contextualise the teaching of human physiology with
particular reference to dysregulation and the pathophysiological processes that underpin
disease.

3.11 A Physiology graduate will have the following core knowledge, understanding
and skills.

• Integrated human physiological systems and processes:

- chemical, cellular, tissue, organ, organ-system and organism levels, and the
internal and external factors that regulate physiological systems
- structure-function relationships and fundamental functions of each body system
and interrelationships with other systems
- life processes, including metabolism, responsiveness, movement, growth,
differentiation and reproduction
- systems of cell-cell communication.
• Internal and external regulation:
- homeostasis (autoregulation and extrinsic regulation)
- neural tissue, spinal cord, spinal nerves and spinal reflexes, brain and cranial
nerves and neural integration
- fluid, electrolyte and acid-base balance, including control systems, and
disturbances and impact on health
- the endocrine system, including hormone secretion, distribution and
mechanisms of hormone action
- response to internal and external stressors
- coordination, communication and integration of activity of body systems through
neuronal, hormonal and chemical mechanisms
- physiological response and regulation for adaption and survival in a changing
environment.
• Cellular physiology:
- principal components of a human cell and the main transport processes and
maintenance of cellular integrity
- cellular differentiation, life cycle and diversity of cell types, and the complex
intracellular chemical events that sustain life and underpin cellular response to
the internal/external environment.
• Tissues, support and movement:
- structural and functional attributes of epithelial tissues, connective tissues and
membranes, and tissue injury and repair
- fundamental appreciation of skin, bone structure, skeleton and articulations
- skeletal muscle and other types of muscular tissue
- exercise physiology and impact of exercise and related nutritional aspects.
• Fluids and transport:
- cardiovascular system, including nature of blood and haemostasis, heartbeat
and cardiodynamics, cardiovascular physiology and regulation
- lymphatic system, including organisation, defences and immunity.
• Environmental exchange:
- respiratory system and physiology
- digestive and hepatobiliary systems, including components/organs and
processes of digestion and absorption, detoxification and elimination
- metabolism and energetics

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 - urinary system and the principles of renal physiology.
• Continuity of life:
- reproductive systems and integration with other systems
- development and inheritance, including fertilisation, pregnancy, prenatal
development and foetal growth
- aspects of human inheritance, development and ageing.
• Physiological experimentation, data management and subject articulation:
- ethical and legal issues pertaining to the use of humans or animals (or tissues)
in research and other contexts
- core physiological techniques and practical skills, including experimental design,
measurement, data handling and statistical analysis.

Approaches to study in all courses

3.12 Approaches to study and the subject knowledge likely to be common to all
Biomedical Science, Biomedical Sciences, Pharmacology, Nutrition and Human Physiology
degree courses include:

• whatever the degree course, there is a need for an interdisciplinary and, where
appropriate, multidisciplinary approach in advancing knowledge and understanding
of the processes and mechanisms of life, from the molecular and cellular levels
through to the whole body and the environment in which a person lives
• engagement with the essential facts, major concepts, principles and theories
associated with the chosen subject
• competence in the basic experimental and/or technical skills appropriate to the
subject under study; relevant knowledge and understanding of a range of
methodologies for data analysis, including the application of appropriate statistical
methods and other analytical tools
• understanding of information from a variety of sources such as texts, published
journal articles, reports and clinical data within the context of biomedical sciences;
familiarity with methods of acquiring, interpreting and analysing information with a
critical understanding of its use and limitations
• familiarity with relevant terminology and classification systems
• awareness of the contribution of the subject area to the development of knowledge
about the complexity of human health and disease
• competence in the use of a range of appropriate communication platforms, both
digital and physical, for the effective dissemination of information to scientific and
lay audiences
• engagement with current developments in the subject area and awareness of their
contribution to debate and controversies; their applications to the quality and
sustainability of health and well-being; the philosophical and ethical issues involved
and awareness of intellectual property (IP) and how scientific advances can be
secured and progressed by the application of intellectual property rights (IPRs)
• appreciation and enactment of the applicability of the subject-specific and
transferable skills and knowledge of graduates to a wide variety of career paths and
further study opportunities both within and beyond the life sciences.

3.13 Graduate attributes integrated in all courses facilitate students to acquire graduate
and professional attributes appropriate to Biomedical Science, Biomedical Sciences,
Pharmacology, Nutrition and Human Physiology, and will recognise that much of what they

19
are taught is likely to change in the future, particularly in the light of continuing scientific
advances.

3.14 These acquired attributes include, but are not limited to:

• an appreciation of the complexity and diversity of human processes in health and

disease
• the ability to read and evaluate appropriate literature with a full and critical
understanding, including the context, aims, objectives, experimental design,
methodology, data interpretation and application of the study
• the capacity to give a clear, current and accurate account of their subject area, the
ability to critically discuss and debate both with specialists and non-specialists,
using appropriate scientific language
• critical and analytical skills, including a recognition that statements and hypotheses
should be tested, and that evidence is subject to assessment and critical evaluation
• the ability to successfully apply a variety of methods of study in investigating,
recording and analysing material
• the ability to think independently, work autonomously and solve problems
• an understanding of how to identify, protect and exploit intellectual property (IP) as
part of the scientific innovation process
• an appreciation of the global reach of the subject area, the impact on human life
and the environment and the ethical considerations implicit in their application.

Teaching and learning

3.15 Teaching and learning strategies are designed to scaffold the acquisition of subject
knowledge and skills by moving from study methods that are structured and supported
towards more independent and self-directed activities. As the course advances, students
become increasingly responsible for their own learning in preparation for the rest of their
professional careers. Progression is enabled and reinforced by a diversity of learning and
teaching methods that are matched to the expressed learning outcomes. This Subject
Benchmark Statement does not aim to be directive about the methods used for a particular
course but, rather, provides the basis for reflection in relation to what might be appropriate
for a course, and the modules contained within that course. Integrating topics across the
programme is essential to ensure effective teaching and integrated learning. Teaching and
learning strategies are designed to be enriching, stimulating, challenging, effective and
enjoyable.

3.16 Learning and teaching strategies in Biomedical Science and/or Biomedical Sciences
are not static but adapt to changes in philosophy and technology in innovative ways that are
accessible and inclusive to all. In this context, there is an expectation that all staff who
contribute to student learning – including demonstrators, and temporary and visiting
lecturers, as well as permanent academic staff – should have access to a range of
educational professional development opportunities. Current strategies are student-centred
and utilise a range of delivery methods, as appropriate, to incorporate experiential, practical
and formal academic practice. Teaching sessions may be synchronous, asynchronous or a
blend of modes. Synchronous delivery may be face-to-face, remote or a hybrid of these, to
increase accessibility. Asynchronous learning is typically delivered using a range of digital
tools and techniques. Live sessions may be recorded for self-directed study and
consolidation of learning. Independent learning can be encouraged using pre/post-sessional
student activity. It is considered good practice to use a range of different activities and reflect

20
on how, for example, module choice by students might influence the range of activities
available to them.

3.17 Synchronous learning activities may include, but are not limited to:

• seminars, tutorials, lectures

• laboratory classes
• case studies, problem-based learning, simulations and/or team-based learning
• workshops, including sessions led by employers and external stakeholders
• fieldwork and visits
• peer and collaborative learning, including the use of social media
• interactive sessions, including debates, quizzes and poster presentations.

3.18 Asynchronous learning activities may include, but are not limited to:

• self-directed study
• textbooks and digital multimedia
• recordings (taught sessions and laboratory demonstrations) and broadcasts
• virtual experiments
• pre/post-laboratory and pre/post-sessional exercises
• peer and collaborative learning, including the use of discussion fora and quizzes
• research projects
• reflective practice and portfolio building
• work-based placements or other appropriate professional experience.

Assessment
3.19 Assessment strategies are designed to recognise achievement of learning
outcomes and competencies, and to discriminate between such achievement at threshold
and higher levels. Strategies include a varied range of both formative and summative
assessment and may include self and peer-assessment. They provide evidence to
employers of graduate attributes. Assessment is progressive in terms of level and content
and leads to effective feedback to enable development of students' knowledge and skills,
including transferable skills. In this increasingly digital world, such skills include digital
literacy; opportunities are present to exploit this and diversify how students are assessed,
ensuring a range of methodologies which allow students from all backgrounds and
characteristics to demonstrate their learning and development. Assessments should be
authentic, with real-world application to enhance employability skills and professional
development; they should allow for reasonable adjustments to ensure inclusivity.

3.20 The following principles should be considered when designing assessments:

• assessment should be of, and for, learning and associated with effective feedback
• assessments should be valid, reliable and consistent, and provide a means for
students to demonstrate mastery of a topic
• assessment and feedback should explicitly consider accessibility and EDI
considerations
• information provided about assessment and feedback should be explicit, accessible
and transparent
• assessment and feedback should be planned to ensure students and staff can
manage their workloads effectively
• assessments and feedback should be integral to the course of study and clearly
relate to the learning outcomes

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• assessment and feedback should give the student the opportunity to validate
knowledge and understanding
• assessment and feedback should align with accreditation and approval
requirements as necessary
• an appropriate balance of formative and summative assessments should be
provided, with helpful interrelation between the two forms.

3.21 Themes for authentic assessment include, but are not limited to:

• practical applications and professional competencies (for example, laboratory and

placement activity)
• collaborative working (for example, peer assessment and teamworking)
• integrative assessments (for example, capstone projects or dissertation)
• range of style of scientific communication, for a range of audiences (for example,
posters, graphical, video or website)
• professional scientific communication (for example, journals and reports)
• professional skills (for example, reflective pieces).

3.22 Any of the above themes could be examined via unseen, seen or open-book
invigilated examinations, facilitated in person or remotely, or via coursework.

3.23 At integrated master’s level, there is a strong emphasis on requiring students to

apply their subject-specific knowledge to the solution of unfamiliar problems. Assessment of
the full range of research skills is also considered crucial in determining whether master’s
level learning outcomes have been achieved.

3.24 Feedback should be personal/individual, understandable, empowering, manageable

and developmental. It should be timely, relevant to the assessment brief and accompanied
by access to interpretative support/advice. Feedback should allow students the opportunity
for supportive reflection on their academic and professional development. The nature, extent
and timing of feedback for each assessment task should be made clear in advance.

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4 Benchmark standards
4.1 This Subject Benchmark Statement sets out the minimum threshold standards that
a student will have demonstrated when they are awarded an honours degree in Biomedical
Science and/or Biomedical Sciences. Demonstrating these standards over the course of
study will show that a student has achieved the requisite range of knowledge, skills and
understanding expected of graduates in Biomedical Science and/or Biomedical Sciences.
They also indicate excellent levels of achievement to assist course teams in setting their own
internal standards.

4.2 The majority of students will perform significantly better than the minimum threshold
standards articulated below. Each higher education provider has its own method of
determining what appropriate evidence of this achievement will be and should refer to Annex
D: Outcome classification descriptions for FHEQ Level 6 and FQHEIS Level 10 degrees.
This Annex sets out common descriptions of the four main degree outcome classifications
for bachelor's degrees with honours: 1st, 2.1, 2.2 and 3rd.

4.3 As indicated elsewhere in this Statement, the range of Biomedical Science and/or
Biomedical Sciences degree courses offered by UK higher education providers is broad;
therefore, one set of detailed and restrictive standards for all courses that may be covered by
this Subject Benchmark Statement would not be helpful. The benchmark standards in this
Statement are therefore broad and generic, and focus on core knowledge and skills
development in order to cover both Biomedical Science and Biomedical Sciences taught
content (Table 1).

4.4 The benchmark standards specific to Biomedical Science degree programmes that
have IBMS accreditation are strongly linked to the HCPC Standards of Proficiency, and
these are detailed in Appendix 1.

4.5 The benchmark standards for master’s level courses are detailed in Table 2.

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Table 1: On graduating with an honour’s degree in Biomedical Science and/or Biomedical Sciences, graduates will have the following
core knowledge, understanding, experience and skills:

Benchmark outcome Threshold standard Excellent standard

Describe and discuss the key concepts and Recall basic knowledge of key concepts in Apply a comprehensive knowledge of concepts
phenomena relevant to the course (see section Biomedical Science and/or Biomedical in Biomedical Science and/or Biomedical
3) confidently, accurately and in detail, using Sciences and phenomena relevant to the Sciences and phenomena to discuss and
appropriate terminology, and be aware of the course and explain these using appropriate explain essential aspects of the course and
full breadth of Biomedical Science and/or terminology. show evidence of enquiry beyond this.
Biomedical Sciences, from molecular to
cellular, and from health to disease.
Apply knowledge and understanding of human Demonstrate an understanding of basic Devise and evaluate solutions to solve both
biological systems and methodologies to experimental design and application of routine and unfamiliar problems using a range
design experiments and to solve theoretical methods to solve routine problems relevant to of methods, including awareness of
and practical problems, with awareness of the course, with some awareness of appropriate controls, possible bias, ethics and
appropriate controls, possible bias, ethics and appropriate controls, possible bias, ethics and sustainability.
sustainability. sustainability.
Describe, document and enact safe working Produce and follow risk assessments for Independently produce and apply risk
practices in terms of managing biological, completing practical work in a safe and reliable assessments for completing practical work in a
chemical, laboratory or sample-based risk, manner with support. safe and reliable manner.
through knowledge-based risk assessments
and practical activities.
Select and carry out appropriate quantitative Suggest and demonstrate competence in a Design, optimise and demonstrate
and qualitative practical techniques to solve broad range of appropriate qualitative and competence in a broad range of appropriate
problems relevant to the course, including quantitative practical techniques relevant to the qualitative and quantitative practical
consideration of the theoretical basis and course. techniques relevant to the course, with a high
limitations of various techniques. degree of autonomy and efficiency.

Use appropriate databases, computational Apply computational techniques and tools to Select and apply appropriate computational
techniques and tools to aid further investigate familiar Biomedical Science and/or techniques and tools to investigate complex
understanding and insight of Biomedical Biomedical Sciences concepts covered in Biomedical Science and/or Biomedical
Science and/or Biomedical Sciences course content and report outcomes using Sciences concepts and evaluate and report
processes. appropriate terminology. outcomes using appropriate terminology.

24
Engage with literature from the Biomedical Assess the evidence base for scientific claims, Identify and select appropriate sources of
Science and/or Biomedical Sciences to by accessing primary literature and biological information, including primary
develop insight into the subject. commenting on the adequacy of the methods, literature, and appraise and evaluate the
data and interpretation therein. adequacy of methods, data and their
interpretation with a high degree of
independence.
Complete independent open-ended Demonstrate planning, execution and Demonstrate highly independent and
investigative work through a project/research- presentation of a piece of independently competent planning, execution and
based assignment relevant to the course. produced work which includes analysis or presentation of a piece of independently
evaluation of data within a supported produced work which includes the analysis and
framework, demonstrating some evidence of critical evaluation of data, demonstrating high
time management, problem solving and levels of time management, problem solving
independence. and independence.
Appreciate the contribution of Biomedical Identify and discuss application of Biomedical Explain, suggest and critique ways in which
Science and/or Biomedical Sciences to the Science and/or Biomedical Sciences in solving Biomedical Science and/or Biomedical
innovations that characterise the modern current and future challenges in the world and Sciences and Biomedical Scientists can
world, and the potential of Biomedical Science demonstrate some understanding of the role of contribute to solving current and future world
and/or Biomedical Sciences graduates to Biomedical Scientists and research scientists challenges.
develop solutions to current and future in this.
challenges.
Recognise the relationships and interfaces Identify and explain relationships between Explain and evaluate the contribution of
between Biomedical Science and/or Biomedical Science and/or Biomedical Biomedical Science and/or Biomedical
Biomedical Sciences and other subjects, Sciences and other subjects relevant to the Sciences to solving interdisciplinary challenges
enabling efficient interactions in a course content. and the role of interdisciplinary thinking in
multidisciplinary environment. solving scientific problems.
Deploy mathematical and statistical concepts, Use mathematical and statistical concepts, Select, use and evaluate appropriate
processes and tools, such as the manipulation processes and tools to solve familiar problems mathematical and statistical concepts,
of equations and graphical and statistical or evaluate data. processes and tools to solve problems or
analysis, to solve problems or evaluate data. evaluate data.

Collect qualitative and quantitative data from Demonstrate accurate data collection, Demonstrate independent and accurate data
investigations relevant to the course, and including selection of appropriate methods for collection, including selection of appropriate
analyse and interpret this data to allow testing analysis, interpretation of findings to test methods for analysis, interpretation of findings
of hypotheses, contextualising of findings, hypotheses, consideration of further lines of to test hypotheses, consideration of further

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presentation of findings, and suggestions for investigation and manipulation of data for lines of investigation and manipulation of data
further lines of investigation. effective presentation. for effective presentation, with a thorough
understanding of the context of the
investigation within the field.

Collaborate and work successfully in a group Effectively participate in group and teamwork, Identify and apply effective strategies for
environment, contributing positively and flexibly demonstrating clear contributions to the work. working in a group environment and provide
to team outputs. clear and valuable contributions to team
outputs, demonstrating good teamwork and/or
leadership skills.
Communicate effectively, selecting appropriate Communicate information, ideas, problems Communicate information, ideas, problems
content, media and methods for the audience, and solutions verbally and/or non-verbally, with and solutions to an accomplished level verbally
purpose and subject. clear expression and style. and non-verbally, in an accurate, fluent and
sophisticated style, at a level consistently
appropriate for the audience.
Apply ethical awareness to working in Describe some of the ethical issues and Understand and evaluate ethical issues and
Biomedical Science and/or Biomedical societal impacts of advances in Biomedical the societal impact of advances in Biomedical
Sciences, appreciate the historical context of Science and/or Biomedical Sciences, with Science and/or Biomedical Sciences, with
the subject and the societal impacts of some acknowledgement of the historical some understanding of the historical context of
advances in the Biomedical Science and/or context of the subject. the subject.
Biomedical Sciences.

Stay up to date with advances in Biomedical Awareness of how new findings may change Clear appreciation of the fluid nature of
Science and/or Biomedical Sciences and current understandings of various topics in knowledge in Biomedical Science and/or
appreciate the fluid nature of knowledge that Biomedical Science and/or Biomedical Biomedical Sciences, including an ability to
evolves as new findings emerge. Sciences, that many aspects of the subject are incorporate new findings into previous
not fully understood and demonstrate some understanding of various topics.
ability to stay up to date with new findings.
Act professionally, with due regard for legal, ethical and societal responsibilities, modelling good practice that promotes positive perceptions of
Biomedical Science and/or Biomedical Sciences and Biomedical Scientists.

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Table 2: Benchmark standards - in addition to Table 1, on graduating with a
master’s degree in Biomedical Science and/or Biomedical Sciences, graduates
should be able to:

Benchmark outcome Threshold Excellent standard

standard
Develop, integrate, synthesise and apply the With significant With a high degree
systematic and broad understanding of support and of independence
relevant and state-of-the-art biological/ guidance. and autonomy.
biomedical concepts to solve complex
problems.
Interrogate and integrate diverse sources of
scientific literature alongside other information
sources, in order to design and develop
methods for investigation and analysis,
including in areas at the forefront of
knowledge and outside their current specialist
knowledge.
Project planning, including, as appropriate,
evaluation of ethics, hazards, environmental
effects, sustainability and appreciation of
costs.
Development of advanced experimental and
investigative skills as appropriate for the
project.
Discussion of the background, context,
methods, results and potential impact of a
significant research project.

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5 List of references and further resources
QAA (2019) The UK Quality Code for Higher Education
www.qaa.ac.uk/quality-code

QAA and Advance HE (2021) Education for Sustainable Development Guidance

www.qaa.ac.uk/quality-code/education-for-sustainable-development

HEA (2016) Framework for Embedding employability in higher education

www.advance-he.ac.uk/guidance/teaching-and-learning/embedding-employability

QAA (2018) Enterprise and Entrepreneurship Education: Guidance for UK Higher Education
Providers
www.qaa.ac.uk/docs/qaas/enhancement-and-development/enterprise-and-
entrpreneurshipeducation-2018.pdf

QAA (2019) Characteristics Statement: Higher Education in Apprenticeships

www.qaa.ac.uk/docs/qaa/quality-code/characteristics-statement-apprenticeships.pdf

QAA (2019) Annex D: Outcome classification descriptions for FHEQ Level 6 and FQHEIS
Level 10 degrees
www.qaa.ac.uk/docs/qaa/quality-code/annex-d-outcome-classification-descriptions-for-
fheqlevel-6-and-fqheis-level-10-degrees.pdf

United Nations, Department of Economic and Social Affairs, Sustainable Development Goals
https://sdgs.un.org/goals

Institute of Biomedical Science

www.ibms.org

Health and Care Professions Council (HCPC)

www.hcpc-uk.org

Royal Society of Biology

www.rsb.org.uk

Association for Nutrition (AfN)

www.associationfornutrition.org

British Pharmacological Society

www.bps.ac.uk

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6 Membership of the Advisory Groups for the Subject
Benchmark Statement for Biomedical Science and
Biomedical Sciences
Membership of the Advisory Group for the Subject Benchmark Statement for
Biomedical Science and Biomedical Sciences (2023)

Professor Mary Hannon-Fletcher (Chair) Ulster University

Dr Sue Jones (Deputy Chair) Institute of Biomedical Science
Professor Carol Ainley Manchester Metropolitan University
Dr Avninder Singh Bhambra De Montfort University
Victoria Bradley Cardiff Metropolitan University
Daniel Kassahun University College London
Dr Sobia Kauser University of Bradford
Kevin Kendall QAA Officer
Dr Ian Locke University of Westminster
Professor Stephen McClean Ulster University
Dr Liz O'Gara University of Wolverhampton
Lee Peters Swansea Bay University Health Board
Professor Claire V S Pike Anglia Ruskin University
Dr Sarah Pitt University of Brighton
Nicola Richards Nottingham Trent University
Andrew Usher Gloucestershire Hospitals NHS Foundation
Trust
Alan Wainwright Institute of Biomedical Science
Dr Linda Walsh Glasgow Caledonian University
Aminul Schuster University of Westminster

Membership of the review group for the Subject Benchmark Statement for
Biomedical Sciences (2019)
The fourth edition, published in 2019, was revised by QAA to align the content with the
revised UK Quality Code for Higher Education, published in 2018. Proposed revisions were
checked and verified by the Chair of the Subject Benchmark Statement for Biomedical
Sciences from 2015.

Professor Yvonne Barnett Honorary Professor, Nottingham Trent University, Higher

Education Consultant and President of the Heads of
University Centres of Biomedical Sciences (HUCBMS)
Dr Alison Felce QAA

Membership of the review group for the Subject Benchmark Statement for
Biomedical Sciences (2015)
Professor Yvonne Barnett (Chair) Honorary Professor, Nottingham Trent University,
Higher Education Consultant and President of the
Heads of University Centres of Biomedical Sciences
(HUCBMS)
Dr Craig Donaldson Plymouth University
Dr Sally Hicks Cardiff Metropolitan University
Dr Ian Locke University of Westminster
Dr Ian McFadzean King's College London
Professor Jacqueline McCormack University of Ulster

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Professor P Gerry McKenna Heads of University Centres of Biomedical Sciences
(HUCBMS) and formerly University of Ulster
Christine Murphy Institute of Biomedical Science
Joyce Overfield Institute of Biomedical Science
Professor Valerie Randall University of Bradford
Alan Wainwright Institute of Biomedical Science
Dr Melisa Wallace Cardiff University
Dr Linda Walsh Glasgow Caledonian University

The group also acknowledges the contributions of:

Dr Blair Grubb University of Leicester
Professor Neville McClenaghan University of Ulster
Dr Claire Robertson University of Westminster
Employer representatives
Dr Glenn Crocker BioCity Nottingham Limited
Jacqueline Wales National Health Service
Student reader
Natalie Kempston Imperial College London
QAA Officers
Janet Bohrer QAA
Harriet Barnes QAA
Dan Murch QAA

Membership of the review group for the Subject Benchmark Statement for
Biomedical Sciences (2007)
Professor David Billington (Chair) Liverpool John Moores University
Dr Jim Blackstock Glasgow Caledonian University
Professor Bill Gilmore Manchester Metropolitan University
Dr Robert Munro University of Wales Institute
Dr Sue Parkin University of Bradford
Mr Alan Wainwright Institute of Biomedical Science

Membership of the original review group for the Subject Benchmark Statement
for Biomedical Sciences (2002)
Ms Helen Allen Altnagelvin Area Hospital, Londonderry
Dr Yvonne Barnett University of Ulster
Dr Jim Blackstock Glasgow Caledonian University
Dr Maureen Bowen University of Wales Institute
Mr John Fulthorpe Institute of Biomedical Science
Mr Robin Knight National Blood Service, London
Mrs Mary Popeck University College Hospital NHS Trust
Professor David Rogers (Chair) University of Portsmouth
Mr Gordon Sutehall Addenbrooke's, University Hospitals, Cambridge
Mr Andrew Usher North Bristol NHS Trust

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Appendix 1
Draft suggestions for QAA Subject Benchmark Statement threshold levels of achievement
for Biomedical Science degrees based on Health and Care Professions Council (HCPC)
standards of proficiency (SoP) for Biomedical Scientists.

To note: The rationale for linking these draft proposals to the HCPC SoP for Biomedical
Scientists is to strengthen the relationship of the QAA Subject Benchmark Statement with
respect to Biomedical Science singular degree (and therefore IBMS degree accreditation) to
statutory regulation with the HCPC.

These suggestions have been taken from the current IBMS Registration Training Portfolio as
the source of HCPC SoP, preserving the general presentation format of this document for
ease of reference, and to see what has not been included. It is recommended they are
further informed by the HCPC SoP for Biomedical Scientists. It is also recognised there may
be other (perhaps more specific) threshold standards that should be included and the
obvious source for these could be the QAA Subject Benchmark Statement for Biomedical
Science.

Section 1: Professional Conduct (covered across 5 module areas)

Module 1 Personal Responsibility and Development

Module 2 Equality and Diversity
Module 3 Communication
Module 4 Patient Records and Data Handling
Module 5 Professional Relationships

Section 2: Professional Practice (covered across 5 module areas)

Module 1 Application of Professional Knowledge

Module 2 Health and Safety
Module 3 Quality
Module 4 Performing Standard Investigations
Module 5 Research and Development

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Section 1: Professional Conduct
Module 1: Personal Responsibility and Development

Registered biomedical scientists must:

1 Understand what is required of them by the Health and Care Professions Council
(HCPC SoP 2.2)

2 Understand the need to respect and uphold the rights, dignity, values and
autonomy of service users including their role in the diagnostic and therapeutic
process and in maintaining health and wellbeing (HCPC SoP 2.3)

3 Recognise that relationships with service users should be based on mutual respect
and trust (HCPC SoP 2.4)

4 Know about the current legislation applicable to the work of their profession (HCPC
SoP 2.5)

5 Be aware of the British, European and International Standards that govern and
affect pathology laboratory practice (HCPC SoP 2.6)

6 Understand both the need to keep skills and knowledge up to date and the
importance of career-long learning (HCPC SoP 3.3)

7 Understand the value of reflection on practice and the need to record the outcome
of such reflection (HCPC SoP 11.1)

Module 2: Equality and Diversity

1 Be aware of the impact of culture, equality and diversity on practice (HCPC

SoP 5)

2 Understand the requirements to adapt practice to meet the needs of different

groups and individuals (HCPC SoP 5.1)

Module 3: Communication

1 Communicate in English to the standard equivalent to level 7 of the International

English Language Testing System, with no element below 6.5 (HCPC SoP 8.1)

2 Demonstrate effective and appropriate verbal and non-verbal skills in

communicating information, advice, instruction and professional opinion to
service users, colleagues and others (HCPC SoP 8.2)

3 Communicate the outcomes of biomedical procedures (HCPC SoP 8.4)

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Module 4: Patient Records and Data Handling

None as related directly to practice and evidence in Registration Training Portfolio but see
section on Research and Development.

Module 5: Professional Relationships

1 Be aware of the impact of pathology services on the patient care pathway (HCPC
SoP 9.5)

2 Recognise the role of other professions in health and social care (HCPC
SoP 13.3)

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Section 2: Professional Practice
Module 1: Application of Professional Knowledge

1 Understand the key concepts of the knowledge base relevant to their profession
(HCPC SoP 13)

2 Understand the structure and function of the human body, together with
knowledge of health, disease, disorder and dysfunction relevant to their
profession (HCPC SoP 13.1)

3 Be aware of the principles and application of scientific enquiry, including the

evaluation of treatment efficacy and research process (HCPC SoP 13.2)

4 Understand the theoretical basis of, and the variety of approaches to,
assessment and intervention (HCPC SoP 13.6)

5 Demonstrate knowledge of underpinning scientific principles of investigations

provided by clinical laboratory services (HCPC SoP 13.7)

6 Understand the role of the following specialisms in the diagnosis, treatment and
management of disease: cellular science, blood science, infection science,
molecular and genetic science and reproductive science (HCPC SoP 13.8)

7 Understand the principles of good laboratory practice (HCPC SoP 15.6)

Module 2: Health and Safety

1 Understand the need to establish and maintain a safe practice environment

(HCPC SoP 15)

2 Be aware of applicable health and safety legislation, and any relevant safety
policies and procedures in force at the workplace, such as incident reporting
(HCPC SoP 15.2)

3 Understand the biological hazard groups and associated containment levels

(HCPC SoP 13.11)

4 Work safely, including being able to select appropriate hazard control and risk
management, reduction or elimination techniques in a safe manner and in
accordance with health and safety legislation (HCPC SoP 15.3)

5 Select appropriate protective equipment and use it correctly (HCPC SoP 15.4)

Module 3: Quality

1 Recognise the value of case conferences and other methods of review (HCPC
SoP 11.2)

2 Be aware of the role of audit and review in quality management, including quality
control, quality assurance and the use of outcome measures (HCPC SoP 12.3)

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 3 Understand the implications of non-analytical errors (HCPC SoP 14.15)

Module 4: Performing Standard Investigations

1 Understand the techniques and associated instrumentation used in the practice of

biomedical science (HCPC SoP 13.10)

2 Demonstrate proficiency in liquid handling methodologies, including preparation

of standard solutions and buffers (HCPC SoP 14.6)

3 Demonstrate proficiency in practical skills in cellular science, blood science,

infection science, molecular and genetic science and reproductive science, where
appropriate to the discipline (HCPC SoP 14.7)

4 Demonstrate practical skills in the investigation of disease processes (HCPC

SoP 14.9)

Module 5: Research and Development

1 Recognise the value of research to the critical evaluation of practice (HCPC

SoP 14.30)

2 Be aware of a range of research technologies (HCPC SoP 14.31)

3 Use statistical packages and present data in an appropriate format (HCPC

SoP 14.27)

4 Demonstrate a logical and systematic approach to problem solving (HCPC

SoP 14.28)

5 Design experiments, report, interpret and present data using scientific

convention, including application of SI units and other units used in Biomedical
Science (HCPC SoP 14.33)

Fifth Edition

Published - 8 March 2023

We fund our work on Subject Benchmark Statements through our membership fees. For
more information about QAA Membership please visit www.qaa.ac.uk/membership

© The Quality Assurance Agency for Higher Education 2023

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www.qaa.ac.uk

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