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Medical Science

Entry requirements


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About this course


Course option

3years

Full-time | 2024

Subject

Biomedical sciences

Our Medical Science programme always places students’ interest and learning experience at the heart of the teaching and learning activity, as supported by a strong integration of Universal Design for Learning (UDL) principles and inclusive teaching. We have dedicated staff with diverse experience, outstanding level of pastoral care as well as scientific and clinical research informed teaching.

After successfully completing year one, Medical Science students will be equipped with fundamental knowledge of and practical skills in chemistry and biochemistry, anatomy and physiology, microbiology and personal and professional skills. In year two, students integrate their understanding of the healthy human body with disease pathology and processes before being introduced to the disciplines and techniques involved in delivering quality healthcare, and an insight into management principles relevant to many professional settings in year three.

In year three, students also design and implement an independent research project, either laboratory, literature-based or clinical-based, which is written up as a scientific article and presented as a public engagement poster. This demands excellent time management and organisational skills, the ability to plan and to execute scientific research, strong written communication skills, the ability to read and evaluate critically scientific articles, as well as excellent problem-solving, numeracy and analytical skills.

The practical component of this course equips graduates with experience and knowledge of a range of scientific equipment and procedures, including ELISAs, cell culture, histology, SDS-PAGE and western blotting, history taking, communication skills, measurement of vital signs, providing first aid, ECG and other monitoring methods for cardiovascular and health conditions.

**Key features**
- Benefit from Education 2030, where a simplified ‘block learning’ timetable means you will study one subject at a time and have more time to engage with your learning, receive faster feedback and enjoy a better study-life balance.

- The academic quality of the curriculum has been assured by Royal Society of Biology accreditation

- Dedicated staff with diverse experience, outstanding level of pastoral care as well as scientific and clinical research informed teaching

- A strong integration of Universal Design for Learning (UDL) principles and inclusive teaching

- The teaching and learning activities in Medical Science programme include traditional lecture, interactive seminar and workshop, laboratory and clinical skill practical sessions.

- Space for focused learning, excellent teaching contact time as well as exceptional academic support and pastoral care

- Be part of a lifelong learning journey/process, rather than the end point.

- Cultivation of learning and becoming an autonomous learner have been at the heart of the programme.

- Utilisation of national and international sources of information (i.e. text books, guidelines, case reports and peer-review articles) to reflect on arising global issues.

- Our students benefit from an international experience through our DMU Global programme, which has seen students conducting Biomedical Science workshops on topics including malaria, sickle cell disease, and diabetes to school students in Zimbabwe and Bermuda.

Modules

**YEAR ONE:**
Block 1: Personal and Professional Skills
Block 2: Chemistry and Biochemistry
Block 3: Anatomy and Physiology
Block 4: Microbiology

**YEAR TWO:**
Block 1: Genetics and Molecular Pathology
Block 2: Clinical Skills for Medical Science
Block 3: Organ System Physiology
Block 4: Evidence-Based Medicine

**YEAR THREE:**
Block 1: Endocrinology and Nutrition
Block 2: Cancer Biology and Clinical Pharmacology
Block 3: Advanced Clinical Perspective for Medical Science
Block 4: Research and Innovation

Assessment methods

Teaching methods used on the course include lectures, workshops, seminars, and tutorials which will deliver core and advanced theoretical knowledge. Some more advanced modules will use a problem-based learning approach to explore case studies through both independent and team working. Theoretical knowledge will be expanded within laboratory practical sessions which will demonstrate good practice and provide opportunities to develop experimental design, problem-solving, data analysis, and presentation skills.

eLearning will be used to illustrate more complex biological processes from the use of simple animations to more complex experimental simulations. Both formal and informal assessments may be delivered online, and eLearning is used to develop student skills in information retrieval and appraisal, and bioinformatics.

Most of the modules are assessed using a combination of examinations and coursework. Coursework may include written assignments, oral presentations, poster presentations, the generation of experimental results, the completion of a laboratory task such as the production of a histological specimen, laboratory reports, article critiques, and project reports. Less formal online quizzes and phase tests will be used to enable students to monitor their progress and understanding.

Tuition fees

Select where you currently live to see what you'll pay:

England
£9,250
per year
EU
£16,250
per year
International
£16,250
per year
Northern Ireland
£9,250
per year
Scotland
£9,250
per year
Wales
£9,250
per year

The Uni


Course location:

Leicester Campus

Department:

Health and Life Sciences

Read full university profile

What students say


We've crunched the numbers to see if overall student satisfaction here is high, medium or low compared to students studying this subject(s) at other universities.

70%
Biomedical sciences

How do students rate their degree experience?

The stats below relate to the general subject area/s at this university, not this specific course. We show this where there isn’t enough data about the course, or where this is the most detailed info available to us.

Biomedical sciences (non-specific)

Teaching and learning

71%
Staff make the subject interesting
80%
Staff are good at explaining things
70%
Ideas and concepts are explored in-depth
71%
Opportunities to apply what I've learned

Assessment and feedback

Feedback on work has been timely
Feedback on work has been helpful
Staff are contactable when needed
Good advice available when making study choices

Resources and organisation

73%
Library resources
84%
IT resources
82%
Course specific equipment and facilities
59%
Course is well organised and has run smoothly

Student voice

Staff value students' opinions
Feel part of a community on my course

Who studies this subject and how do they get on?

88%
UK students
12%
International students
36%
Male students
64%
Female students
54%
2:1 or above
15%
First year drop out rate

Most popular A-Levels studied (and grade achieved)

D
D
C

After graduation


The stats in this section relate to the general subject area/s at this university – not this specific course. We show this where there isn't enough data about the course, or where this is the most detailed info available to us.

Biomedical sciences (non-specific)

What are graduates doing after six months?

This is what graduates told us they were doing (and earning), shortly after completing their course. We've crunched the numbers to show you if these immediate prospects are high, medium or low, compared to those studying this subject/s at other universities.

£21,000
low
Average annual salary
99%
med
Employed or in further education

Top job areas of graduates

40%
Nursing and midwifery professionals
36%
Health professionals
5%
Therapy professionals

What about your long term prospects?

Looking further ahead, below is a rough guide for what graduates went on to earn.

Biomedical sciences (non-specific)

The graph shows median earnings of graduates who achieved a degree in this subject area one, three and five years after graduating from here.

£23k

£23k

£25k

£25k

£32k

£32k

Note: this data only looks at employees (and not those who are self-employed or also studying) and covers a broad sample of graduates and the various paths they've taken, which might not always be a direct result of their degree.

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Teaching Excellence Framework (TEF):

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This information comes from the National Student Survey, an annual student survey of final-year students. You can use this to see how satisfied students studying this subject area at this university, are (not the individual course).

This is the percentage of final-year students at this university who were "definitely" or "mostly" satisfied with their course. We've analysed this figure against other universities so you can see whether this is high, medium or low.

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This information is from the Higher Education Statistics Agency (HESA), for undergraduate students only.

You can use this to get an idea of who you might share a lecture with and how they progressed in this subject, here. It's also worth comparing typical A-level subjects and grades students achieved with the current course entry requirements; similarities or differences here could indicate how flexible (or not) a university might be.

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Post-six month graduation stats:

This is from the Destinations of Leavers from Higher Education Survey, based on responses from graduates who studied the same subject area here.

It offers a snapshot of what grads went on to do six months later, what they were earning on average, and whether they felt their degree helped them obtain a 'graduate role'. We calculate a mean rating to indicate if this is high, medium or low compared to other universities.

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Graduate field commentary:

The Higher Education Careers Services Unit have provided some further context for all graduates in this subject area, including details that numbers alone might not show

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The Longitudinal Educational Outcomes dataset combines HRMC earnings data with student records from the Higher Education Statistics Agency.

While there are lots of factors at play when it comes to your future earnings, use this as a rough timeline of what graduates in this subject area were earning on average one, three and five years later. Can you see a steady increase in salary, or did grads need some experience under their belt before seeing a nice bump up in their pay packet?

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