BSc (Hons) Biomedical Science

Accredited by two industry bodies, our Biomedical Science degree is top in Scotland for student satisfaction.

Course detail

Start Date

September

Duration

4 years (full-time)

Award Title

BSc (Hons)

UCAS Code

B901

Biomedical Science

Why Study Abertay's BSc (Hons) in Biomedical Science?

Our Biomedical Science degree offers an exciting, fast-paced learning experience and provides you with a deep understanding of the science behind human health and disease.

We teach you how to explore the biochemical processes that occur in the human body. You will learn how the human body responds to disease, and how to use your knowledge to help identify diseases of all kinds.

Extensive training in our new £3.5m science labs is a feature of all four years of your degree. This is combined with rigorous study of the body in health and disease at all levels (body, organ, tissue, cellular and molecular).

Biomedical scientists are responsible for conducting vitally important scientific tests, which underpin the diagnosis and treatment of human disease. This cutting-edge scientific analysis contributes greatly to the clinical outcomes of patients.

Taught by a combination of academic experts and clinical professionals, this wide-ranging programme is accredited by the Institute of Biomedical Science (IBMS).

Our BMS degree has consistently rated over 90% for student satisfactionAbertay University ranks in the top three Scottish Universities for Student Satisfaction in the 2020 National Student Survey (NSS).

Following a common pathway for two years, you’ll take either the Standard or the Applied programme route.

The Applied route includes an 18-week placement in one of our partner hospital laboratories and is particularly relevant if you want become a Biomedical Scientist in the NHS.

While both degrees are accredited by the Institute of Biomedical Science (IBMS), (essential if you want to work in the NHS), the Applied route is also approved by the Health and Care Professions Council (HCPC).

Our teaching quality is amazing:

  • UK University of the Year 2021 - Teaching Quality (The Times/ Sunday Times Good University Guide).
  • UK Top 10 - Student Satisfaction & Teaching (Guardian Good University Guide 2021).
  • UK Top 10 - Student Satisfaction (National Student Survey 2020).

Online Open Days 2021

An Online Open Day is a great way to help you decide what and where you want to study.

Join us virtually on Wed 29 Sep or Sat 30 Oct to chat to lecturers and students, see the facilities for the course(s) you're interested in, and get a flavour of our city-centre campus.

BOOK YOUR PLACE

An Abertay Student on a yellow coloured background

Your Journey Starts Here

Biomedical scientists are key to keeping us alive and healthy. They conduct scientific tests to help diagnose and treat diseases. If you have a love for science related to human health and medicine, this is the degree for you.

About Your Modules

All modules shown are indicative and reflect course content for the current academic year. Modules are reviewed annually and may be subject to change. If you receive an offer to study with us we will send you a Programme document  that sets out exactly which modules you can expect to take as part of your Abertay University degree programme. Please see Terms and Conditions for more information.

Modules

Year 1 Core Modules

You must study and pass all five core modules

Brief description

Introduction to basic chemical concepts and an overview of the application of chemistry to a wide range of science-based programmes.

Indicative content:​

  • Introductory maths for scientists: Manipulation of equations, dimensional analysis, the application of units, logs, indices, graphs, significant figures.
  • The nature of matter: The periodic table; concept, structure and trends. Electronic structure and elemental properties. VSEPR theory, hybrisiation and molecular shape. Types of bonding. Intermolecular forces. Types of matter; gases, liquids and solids.
  • Describing chemical substances and their interactions: Avagadro’s number, the mole concept, law of conservation of mass, law of definite proportions, stoichiometry, chemical formulae, balancing chemical equations, acid / base titrations, molarity calculations.
  • Simple organic molecules: Alkanes, Alkenes and Alkynes, naming conventions, structural isomerism, cis/trans isomerism, conformational analysis.

Brief description

Introduction to the theory and practice of biology.

Indicative content:​

  • The principles of cell biology: A basic overview of cell structure & division and a comparison between different cell types. Biochemical principles.
  • The organism: Overview of the major forms of life and their taxonomic relationships. Fundamental concepts in organismal biology (homeostasis, evolution and genetic inheritance).
  • Introductory microbiology: Types of microorganism, their characteristics, discovery, origin, evolution and medical significance.
  • Basic laboratory techniques: Utilisation of basic instrumentation (i.e. spectrophotometers and microscopes), preparation of solutions, handling of liquids and solids (use of glassware and pipettes). Development of aseptic techniques, media selection & preparation, growth and isolation of microorganisms, enumeration, subculturing techniques. Macro & microscopic examination. Staining for microscopy. Recording and interpreting data.
  • Health and safety: Health and safety in the laboratory, Risk assessments and COSHH regulations as applied to the laboratory.
  • Data handling and numeracy skills: Basic numeracy skills for laboratory work (converting between units, molarity, percentage (w/v), percentage (v/v), stock solutions). Introductory statistics for biosciences: populations, variables, samples, randomness and independence (including basic statistical measurements, confidence intervals, correlation/regression, normal distribution, t-tests). Graphical and numerical data description.

Brief description

Develops awareness of your career and professional development potential in biomedical and biological sciences through the use of case studies. Learn about good laboratory management and practice and the science of clinical trials and epidemiology.

Indicative content:​

  • Professional biological and biomedical sciences: Structure and activity of Institutes & Learned Societies associated with CPD in biomedical & biological sciences. Statutory obligations of membership of such organisations. Public, academic & private sector structure and function.
  • Laboratory management: Good laboratory management & practice. Health and Safety issues. Professional development in science laboratories.
  • CPD: Career structures and development opportunities in health, academic and industrial contexts.
  • Clinical trials and epidemiology: Introduction to clinical trials and epidemiological concepts. Types of study, including case control studies, cohort studies, cross-sectional, randomised control trials. Error and bias, Evaluation of strategies to treat and prevent illness.

Brief description

Chemical properties relating to chemical and biological systems such as electrochemical reactions and thermodynamics.

Indicative content:​

  • Organic and biochemistry: Organic functional groups; alcohols, amines, carboxylic acids, aldehydes, ketones and amides. Their role shape and function in organic and biological chemistry.
  • Inorganic chemistry: Advanced study of the periodic table (transition metals) and related trends. Redox reactions. Precipitation reactions and solubility. Nuclear chemistry. Nature and structure of inorganic polymers.
  • Physical chemistry: Chemical kinetics, factors affecting reaction rates, activation energy. Equilibria and its application; weak acids and bases, pH, pKa and pKb, buffers and Ksp. Introduction to concepts of thermodynamics; Enthalpy, Hess’s law, entropy and free energy and their application to chemical and biological systems.

Brief description

Fundamentals of the main physiological processes necessary for life and for maintaining whole body homeostasis.

Indicative content:​

  • Cardiovascular physiology: Structure and function of the heart and blood vessels from single cell to whole system. Cardiac electrical activity and its measurement. Perfusion and its control. Blood pressure regulation. Embeds a variety of pathophysiological examples with reference to both biomedical and forensic applications throughout e.g. coronary heart disease.
  • Respiratory physiology: Structure and function of the respiratory tract from single cell to whole system. Lung mechanics and ventilation. Oxygen and carbon dioxide transport. Central and peripheral control of respiration. Embeds a variety of pathophysiological examples with reference to both biomedical and forensic applications throughout e,g, asthma.
  • Reproductive physiology: Structure and functions of the reproductive systems from single cell to whole system. Normal body control of the female reproductive system and hormonal cycles. Embeds a variety of pathophysiological examples with reference to both biomedical and forensic applications throughout e.g. infertility.
  • Neuro and sensory physiology: Basic structures and divisions of the peripheral and central nervous system from single cell to whole system. Structure and function of nerves and the cells in the nervous system. How nerves communicate. Higher CNS functions and the ANS. Structure and function of key sensory organs. Embeds a variety of pathophysiological examples with reference to both biomedical and forensic applications throughout e.g. dementia.
  • Skeletomuscular system: Skeletal muscle structure and ultrastructure. Muscle and fibre types. Functions of tendons, joints, bones, muscle ligaments and fascia. The neuromuscular junction. Excitation - contraction coupling. The sliding filament theory. Muscle spindles. Golgi tendon organs. Reflex arcs. Embeds a variety of pathophysiological examples with reference to both biomedical and forensic applications throughout e.g. muscular dystrophy.

Years 1 and 2 Elective Modules

You must study and pass one elective module of your choosing

Brief description

Introduction of the concept of smart cities - hard infrastructure, social capital including local skills and community institutions, and digital technologies to fuel sustainable economic development and provide an attractive environment for all.

Module content:

  • Social impacts

There is an overall need for theoretical and methodological plurality in how we assess the impact and value of future cities in terms for individual and societal well−being. Gaps in our understanding relate to the complex ways individuals and groups engage with built and natural settings, the cultural goods and consequent benefits that may arise and the inequalities associated with these cultural benefits.

  • Security

Different types of cyber-attacks that could be launched against a Smart City. Impact of cyber-attacks. Approaches to securing the smart grid and critical infrastructure, i.e. improving cyber resilience.

  • Sustainable urban food production

Includes the long established allotments movement to large-scale projects based on sustainability throughout the food chain. Urban food production includes the long established allotments movement. The demand for urban growing also responds to the densification and intensification of living areas, due to population rise, migration and demographic aging with lower housing and ‘garden’ space standards placing greater importance on collective production.

  • Energy, waste and water

At present, water and wastewater facilities are often the largest and most energy intensive responsibilities owned and operated by local governments, representing up to 35% of municipal energy use. Future cities will need to utilise more sustainable methods of water and wastewater management and renewable energy production.

  • Digital technologies

​Digital technologies will play a major role in creating sustainable and resilient cities offering a vehicle for more inclusive decision−making process and promoting dialog amongst architects, urban planners, the public and technologists.

Brief description

Develop a range of skills, knowledge and techniques within the natural, technological and social sciences relevant to the study of environmental sustainability and life in the twenty-first century. Understand the critical issues that confront humanity and begin to discern appropriate responses.

Module content:

The challenge of sustainable development
Problems associated with life in the 21st Century and the relationship to scientific provisionalism and uncertainty.

The genesis of sustainable development concept
Developments associated with the Club of Rome are outlined while Limits to Growth and the Tragedy of the Commons.

Evolution of sustainable development
The Reo Summit and Suitability, and Policy Developments thereof.

Scientific inquiry and sustainable development
Controversial issues like climate change, oil peak, and food production and the role of science in helping delimit them as problematic.

Mainstreaming sustainability
Sustainability and Mitigation, Adaptation and Resilience, as individual and social concerns, and their role in transformation.

Communicating sustainability
Human well-being, Environmental Justice, Environmental Policy and the practicalities of Sustainability in Scotland.

Sustainable development in practice
Community Empowerment associated with Land Reform. Energy Production and Food Production in Tayside.

Ethics and sustainability policy
Active citizenship and globalisation.

Innovating locally, transforming globally
Transformations required to embrace Sustainability.

Active relationship for sustainable futures
Thinking globally, acting locally.

Brief description

How lifestyle can effect physical and mental well-being. This module enables you to reflect on your own lifestyle choices and how to incorporate good health behaviours into your life.

Module content:

  • Sleep and stress
    The impact of sleep and stress on health and performance. Completion of sleep diaries and questionnaires related to sleep patterns and stress.
     
  • Physical activity
    Current physical activity recommendations, components of physical fitness.
     
  • Physical inactivity
    Understanding why people are inactive. The link between physical inactivity, obesity and type 2 diabetes.
     
  • Physical activity and mental well-being
    The effects of physical activity on mental well-being.
     
  • The effect of carbohydrate consumption and exercise on blood glucose
    Measurement and recording of blood glucose in response to the carbohydrate ingestion and exercise.
     
  • Simple health and fitness testing
    Measurement and recording of data. Tests will include blood pressure, strength, endurance and flexibility. Data will be compared with normative values for these tests.

Brief description

Develop critical thinking skills that form the basis for progression across the academic disciplines of the university. Learn how to recognise, construct, evaluate, criticise and defend different forms of argument.


Module content:

•    Potential 'timeless' debates 
Debates delivered by internal and external experts on: e.g. existence of God; privacy and civil society; private property; money as source of 'evil'; nature/nurture; free speech; pornography; capital punishment; prostitution; animal experimentation; meaning of justice; abortion; affirmative action; just war; trade union power; good life/good political community; human nature; monarchy; value of democracy; meaning of equality; citizenship rights.

•    Potential 'timely' debates
Debates delivered by internal and external experts on: eg, Scottish independence, academic freedom; drug legalisation; drug use in sport; immigration; free health care; war on terror; EU membership; euthanasia; progressive taxation; race and gender discrimination; gay marriage; human rights; politics/sport; global warming; internet censorship; nuclear power; education league tables; nuclear weapons; GM agriculture; religion; cloning; fair trade; value of contemporary culture.

•    Critical thinking seminars
Follow-up discursive discipline specific seminar sessions led by teaching staff on topics covered in formal debates. Learn to identify types of argument presented, evaluate perspectives and to reflect upon their own reasoning processes and value assumptions. The debates and seminars facilitate a foundation for the acquisition of graduate attributes.

•    WEB CT Wiki discussion forum
Work in small groups to write a short 800 word indicative "Thinking Summary" online Wiki of the arguments presented in each debate. These summaries will be constructed by each designated Thinking Group of three students using the Wiki facility on Blackboard which will facilitate further discussion on the moderated WEB CT discussion forum.

Brief description

The social, managerial, economic, political, and technical challenges and opportunities associated with emerging renewable energy innovation, production, supply and consumption.

Module content:

•    Renewable energy non-technical challenges and opportunities
Social and political challenges and opportunities of renewable energy production supply and consumption. Economic and environmental challenges of renewable energy production supply and consumption. Strategic and managerial challenges of renewable energy production supply and consumption.


•    Renewable energy technological challenges and opportunities
Geotechnical, Geophysical and Hydrographic information; Knowledge of sources of hydrographic information and interpretation of published charts. Forces on structures; Appreciation of the various forces acting on marine structures. Technical limitations and challenges of energy distribution systems and energy storage. Current technological development trend, collaborative innovation in renewable energy.

Brief description

Learn how to adjust language to suit context. Analyse a range of linguistic issues, including “proper English”, how language can be used to create moral panics, and the ethics of communication.

Module content:

•    “Good English”
The role of standardisation, dialect and idiolect − how we choose language to reflect our identities and our role in a speech or discourse community.

Language and influence
How the media constructs narratives to persuade or inform the audience (and how to tell the difference).

Creating a narrative across genres
The conventions, freedoms and limitations of different forms; using these forms in new ways.

Narrative changes over time
How authors reinvent old stories to reflect current concerns.

Technical writing
The use and manipulation of data; hearing the author's voice; critiquing "bad science".

The ethics of communication
 (Electronic) media and ownership, attribution and theft.

Brief description

“Personal” digital safety to make computer security fun, practical and eye-opening.  Learn the base knowledge that will continue to be relevant to future generations of devices.

Module content:

•    Current state of computer security
An overview including legal aspects.

•    Cyber-attacks, vulnerabilities and threats
Malware, Network attacks (denial of service, packet sniffing etc.), bots and rootkits. How the bad guys can obtain your password.

•    Information leakage
Recovery and forensics recovering deleted or corrupted files. What your browser knows about you. Web browser forensics.

•    Securing networks, accounts and devices
Defence against malware, honeypots, Secure protocols, intrusion detection, Password security, Mobile device security.

•    Human aspects of cyber security 
The Psychology of Hackers, Social Engineering, identity theft, Usability vs security.

•    Breaking the code
An introduction to cryptography, Encryption and Decryption, public and private keys, the key exchange problem.

•    History of cryptography 
The Caesar cipher, polyalphabetic ciphers, the Playfair cipher, the role of Enigma and the Bletchley Park cryptographers in WWII.

•    Computers and Crypto Diffie-Hellman and RSA encryption
Phil Zimmerman and “Pretty Good Protection". Quantum Cryptography – Provably unbreakable information hiding. Mathematical Underpinnings – Large prime numbers and why they matter.

•    Steganography
 A picture's worth a thousand words when you're hiding the wood in the trees.

•    The law, society and cryptography 
Why you can be imprisoned for forgetting your password. The Civil Liberties Arguments for and against strong-crypto. International perspectives on information hiding, information freedom, the right to privacy and the conflicts between these. Are unbreakable cyphers an unqualified “good thing”?

Brief description

Develop perspectives on the key challenges faced by humankind such as environmental change, pollution, food security, energy provision, conflicts, terrorism, emerging diseases, and changing demographics. Understand the overwhelming complexity of the problems and the need for interdisciplinary approaches to create solutions.

Module content:

  • Interdisciplinary research
    Introductory lectures will discuss the definitions, methods, benefits, challenges, and drawbacks of disciplinary and interdisciplinary approaches and the role of public policy influencing research
     
  • Global challenges
    Challenges from different disciplines. Examples include: Climate Change: causes and impact; Serious Games: science and application of visualization and games; Global Security: valuing ecosystems: balancing policy, economics and environment; Contemporary Challenges to Healthy Living; Food Security: global threats and local needs; Energy Poverty: space travel.

Brief description

Design an activity to communicate and present scientific principles to primary school children. Learn about working as a group and how to communicate complex ideas.

Module content:

Developing a science communication activity
Target audience, sources of information to identify suitable activities (CfE documentation etc.), health and safety, issues around working with specific groups, accessibility, ethics, costing and sustainability.

The landscape of engagement and current practice
Types of public engagement activities, target audiences, funding, role of learned societies, universities and other bodies. Public engagement in Dundee and Tayside.

Brief description

Work in a team to develop game design concepts for serious applications. Gain the knowledge, processes and techniques of game design and study examples of serious games developed to benefit society.

Module content:

•    Overview of Games
A brief history of games, game art and gamification.

•    Games for change
Understanding how games can benefit society.

•    Game mechanics
Deconstructing core components of popular game genres.

•    Gameplay constructs
What is gameplay and how is this broken down and communicated within the game design.

•    The game design process
Conceptualisation, iteration, phases of workflow.

•    Game design theory and practice
Identifying the elements within effective design and how they are implemented.

•    Documenting the design interactive
Oriented design, technical design, capturing requirements.

•    Business models
Exploring methods that can be used to generate revenue within the game design.

Brief description

Develop the knowledge and awareness required to make good career decisions and the skills and confidence to successfully navigate each stage of the recruitment process for graduate jobs.

Module content:

  • Developing self-awareness
    Profiling of personal strengths, values and priorities in relation to career choice.
     
  • Developing opportunity awareness
    Generating career ideas based on your personal profile; Exploring the range of graduate opportunities within job sectors of interest; Reviewing occupations that are directly related to your own subject discipline.
     
  • Developing a career action plan
    Matching your personal profile with best fit opportunities in the job market; Creating a timeline of actions to improve your prospects of meeting your aim.
  • Developing job seeking skills
    Sourcing suitable job opportunities - both advertised and unadvertised; Creating a professional image online; Identifying the skills and qualities employers look for in graduates; Learning how to produce targeted applications for specific job roles; Practising the presentation of your strengths and motivations in face to face selection activities.

Brief description

Learn about natural disaster such as landslides and flooding, structural disasters such as the Tay Rail Bridge and the system of critical infrastructure (such as road, rail, air and shipping transport networks, power grid, gas and water networks, health system) that constitute the backbone of modern societies.

Module content:

•    Overview of the scope and the content of concept of critical infrastructure failure during natural disasters and resilience against such failures
The consequences of geophysical, hydrological and meteorological disasters on critical infrastructure and critical infrastructure protection capabilities against natural disasters. Interdependencies of critical infrastructures during large disasters, presents a brief review of current research being done in this field, and presents a methodology to address interdependencies.


•    The identification of the vulnerabilities of the critical systems
The critical systems upon which modern society, economy, and polity depend. The identification of the vulnerabilities of these systems threats that might exploit these vulnerabilities. The effort to develop techniques to mitigate these vulnerabilities through improved design.


•     Flooding in Scotland
General overview of fluvial, pluvial and coastal flooding, the structural, economic and societal impact and responses to flooding. Resources will include historical examples, current policies and information (including SEPA flood maps). Case study (with virtual/actual field visit?) the Perth Floods of 1990 and 1993 and the Perth flood defence scheme*


•    Landslide origins, types and mitigations
General overview what landslides are, why they happen and what can be done to prevent them.


•    Structural failure
An example such as why the Tay Bridge failed and what it meant for the Forth Rail Bridge.


•    Reports and investigations
The role of reports in accident and disaster investigations in creating informative reports; case studies of accidents, disasters, learning from history, learning from case studies, learning from common law

Brief description

Introduction to the skills and knowledge needed to launch a small business successfully. This module will define and help you acquire the personal and professional skills needed to develop a professional career and/or to succeed as entrepreneurs in Small and Medium sized Enterprises (SMEs).

Module content:

  • Understanding entrepreneurship.
     
  • Generating successful business ideas.
     
  • Environmental scanning.
     
  • Developing a credible business plan that includes evaluating business ideas.
     
  • Presenting the business idea.

Brief description

An understanding of some of the processes involved in food production. Discuss common misconceptions and ideas which present the food and nutritional industries in a bad light.


Module content:

•    Student led investigations
Student led investigations of the different sectors within the food and drink industry including: prebiotics – and the controversy surrounding the term; if barbequing is a healthy cooking method; and exposing the celebrity chef - common Myths about cooking.


•    Consumerism
Does the food industry listen to us? Understanding consumer and sensory science to better understand why you buy the products you buy.  How food/public health is reported by the media? The French paradox / Mediterranean diet.


•    Future of food
Ethical food production and the future of foods, and what’s waste got to do with it?


•    Debunking myths
Debunking food myths, more science than science fiction in our food today, like the science behind getting sauce out of a bottle and what to drink – Whisky or Beer?


•    Facts from fiction
Finding facts from fiction, investigating the three-second rule – should I eat things that have fallen on the floor? What’s so super about super-foods? Fat or sugar: Which is worse?

Brief description

Learn how we approach and understand mental health, from historic, social, therapeutic, and individual perspectives. Explore questions such as ‘what is madness?’, ‘how does society position people with mental illness?’, and ‘how do we best respond to challenges to our mental health?’

Module content:

  • Historical and cultural perspective on mental illness
    How do we ‘think’ about mental health, and mental ill health?
     
  • Diagnosis and the anti-psychiatry movement
    Who holds the power to decide what is normal in terms of psychological well-being and behaviour?
     
  • Gender, culture and mental health
    How gendered cultural expectations and representations influence how we respond to mental health issues.
     
  • Media representations
    The impact of film and literature on attitudes and understandings of mental health.
     
  • Resilience, treatment and recovery
    Common mental health problems in the UK, treatment and management, and frameworks for enhancing well-being and resilience.

Brief description

An introduction to the wide range of disciplines in forensic investigation. Learn how crimes are investigated from the moment of reporting through to the presentation of the evidence in court. A hypothetical case study provides an over-arching framework in which to explore the critical aspects of forensic investigations. It involves not only physical and electronic evidence, but also statements from witnesses, suspects and victims which requires cross discipline collaboration of professionals.


Module content:

Crime scene investigation
How a crime scene is examined in the context of incomplete contextual information and to avoid loss or contamination of evidence and the maximising of the value of evidential material.

Media involvement
Positive and negative effects of the media/public interest in the crime.

Forensic biology
Examination and evidential value of body fluids, DNA, hairs and fibres.

Forensic chemistry
Analysis for drugs, toxicological analysis, firearms, explosives, and trace evidence.

Digital sources
Evidence from CCT, mobile phones, computer hardware, on−line behaviour.

Forensic reasoning and practice
An introduction to forensic problem solving, thinking styles, case assessment and interpretation.

Psychology of witnesses and suspects
False confessions, offender profiling, effects and avoidance of cognitive bias in forensic science through process design.

Year 2 Core Modules

You must study and pass all five core modules

Brief description

How cells in the body function to defend against injury and disease.

Indicative content:​

  • Immune system: Innate & acquired immune systems. Specific & Nonspecific defense mechanisms. The immune response. Molecular biology of T & B cell responses to antigens. Clonal selection and expansion. Role of lymphokines. Opsonisation, complement activation., Structure, function of antibody molecules. Classes of immunoglobulins. Pathologies of the immune system including hypersensitive reactions, autoimmune disorders and immunodeficiency diseases. Transplant immunology.
  • Antibodies as Molecular Probes: Diagnostic systems based on antibodyantigen interaction. Agglutination, Precipitation reactions. Antibody titres. Solid phase assays. RIA, ELISA, Immunofluorescence etc. Direct, Indirect and sandwich assays. Use of serological methods in diagnosis of infectious diseases and forensic applications such as body fluid identification.
  • Cell biology: Basis of cellular energy and biological catalyst (enzymology) systems, regulation of cell growth and proliferation; cell cycle checkpoints; growth factors, cell communication and signalling, principle of differentiation, tissue repair.

Brief description

Microbiological principles related to microbes associated with human disease, diagnosis and treatment.

Indicative content:​

  • Microbial growth, reproduction and motility: The microbial (bacterial) growth curve and it’s phases. Prokaryotic cell cycle. Phenomena associated with the growth curve (e.g. incorporation of peptidoglycan, overlapping chromosome replication etc.). Microbial metabolism. True turning point. Dormancy. Stringent response. Endosporulation. Chemotaxis, Individual motility. Community motility. Biofilm structure & function, bacterial conjugation, transformation & transduction.
  • Bacterial diseases: Clinically important taxonomic groups of bacteria and viruses. Types of clinical specimens and processes for isolation and identification of organisms. Immunological and molecular systems for specific diagnosis. Clinical characteristics of diseases. Factors affecting clinical diagnosis including. Preventative strategies and therapies. Microbial determinants of pathogenicity and virulence. Mechanisms of cell & tissue damage. Role of biochemical changes in diagnosis and monitoring of disease.
  • Antimicrobial chemotherapy and drug resistance: Modes of action of major synthetic and natural antibiotics. Antibiotic sensitivity testing in clinical laboratories. MIC values. Significance for therapeutic control in hospitals. Mechanisms of drug resistance in micro-organisms. Limitations of current drugs and novel development strategies. Qualitative and quantitative methods to identify antibiotic sensitivity of medically important organisms.
  • Epidemiology and public health measures: Transmission routes of disease agents - reservoirs, portals of entry, nosocomial infections. Epidemiology - epidemics, pandemics, and endemic disease. Practical study of factors affecting epidemiology of diseases. Public health control methods -Vaccination, Sewage/Water treatment, legislation, public information etc.

Brief description

The pathophysiology of key diseases with a focus on deviation from healthy physiology; medical approaches to interventions and/or treatment. Included is the genetic inheritability of these disorders as well the role of genetic mutations.

Indicative content:​

  • Cardiac physiology: A focus on the electrical regulation of heart beat. Consideration of genetic aspects of arrhythmias.
  • Advanced reproductive physiology: Consideration of gametogenesis, sperm function and fertilisation. Energy production and metabolism in gametes. A focus on infertility, the underlying pathophysiology and treatments.
  • Physiology of blood pressure regulation: Systemic regulation of blood pressure including the role of the central nervous system, vasculature and kidneys. Pharmacological regulation of high blood pressure.
  • An introduction to scientific writing: Literature searches, paper reading and scientific writing skills.

Brief description

Basic analytical skills and the theory behind these techniques, related to forensic and biomedical applications.

Indicative content:​

  • Quality: Sample custody and traceability. Data interpretation and reporting.
  • Sample preparation: Sampling. Drying. Crushing. Weighing. Dissolution. Separation and concentration.
  • Spectroscopy: Electromagnetic radiation and the nature of light. Beer Lambert law. Theory of spectroscopy. Instrumentation. UV-visible, IR and AAS spectroscopy. Presumptive tests. Spectroscopic.
  • Theory and principles of Chromatography: Introduction to TLC.
  • Immunotechnology: Diagnostic and detection systems based on antibody-antigen interaction: RIA, ELISA, Agglutination, Precipitation reactions. Direct, Indirect and sandwich assays. Use of serological methods in diagnosis of infectious diseases and forensic applications such as body fluid identification.

Brief description

Introduction to the fundamental concepts in both medical and forensic genetics using specific examples to highlight the importance of DNA analyses in both fields.

Indicative content:​

  • Genes and gene expression: Structure of human genes. Control of gene expression, with an emphasis on variations in genes that cause both medical conditions and common, forensically useful human traits. Splicing and differential gene expression. Common human variations and Mutations, including point mutations, indels, repeat expansions, and chromosomal aberrations.
  • Human Genomics and bioinformatic analysis: Sequence architecture of the human genome. Chromosome structure. DNA sequencing methods: Focusing on the comparison of the dideoxy irreversible terminator method of Sanger, with the “next generation” reversible terminator method of Balasubramanian and Klenerman. Analysis of sequence data. Genetic variation: the human gene pool, population genetics including Hardy-Weinberg equilibria.
  • Genetic engineering and other analytical techniques: Basic cloning including restriction digestion, ligation and transfection. PCR, Gel and capillary electrophoresis and accurate sizing of DNA fragments.

Years 1 and 2 Elective Modules

You must study and pass one elective module of your choosing

Brief description

Introduction of the concept of smart cities - hard infrastructure, social capital including local skills and community institutions, and digital technologies to fuel sustainable economic development and provide an attractive environment for all.

Module content:

  • Social impacts

There is an overall need for theoretical and methodological plurality in how we assess the impact and value of future cities in terms for individual and societal well−being. Gaps in our understanding relate to the complex ways individuals and groups engage with built and natural settings, the cultural goods and consequent benefits that may arise and the inequalities associated with these cultural benefits.

  • Security

Different types of cyber-attacks that could be launched against a Smart City. Impact of cyber-attacks. Approaches to securing the smart grid and critical infrastructure, i.e. improving cyber resilience.

  • Sustainable urban food production

Includes the long established allotments movement to large-scale projects based on sustainability throughout the food chain. Urban food production includes the long established allotments movement. The demand for urban growing also responds to the densification and intensification of living areas, due to population rise, migration and demographic aging with lower housing and ‘garden’ space standards placing greater importance on collective production.

  • Energy, waste and water

At present, water and wastewater facilities are often the largest and most energy intensive responsibilities owned and operated by local governments, representing up to 35% of municipal energy use. Future cities will need to utilise more sustainable methods of water and wastewater management and renewable energy production.

  • Digital technologies

​Digital technologies will play a major role in creating sustainable and resilient cities offering a vehicle for more inclusive decision−making process and promoting dialog amongst architects, urban planners, the public and technologists.

Brief description

Develop a range of skills, knowledge and techniques within the natural, technological and social sciences relevant to the study of environmental sustainability and life in the twenty-first century. Understand the critical issues that confront humanity and begin to discern appropriate responses.

Module content:

The challenge of sustainable development
Problems associated with life in the 21st Century and the relationship to scientific provisionalism and uncertainty.

The genesis of sustainable development concept
Developments associated with the Club of Rome are outlined while Limits to Growth and the Tragedy of the Commons.

Evolution of sustainable development
The Reo Summit and Suitability, and Policy Developments thereof.

Scientific inquiry and sustainable development
Controversial issues like climate change, oil peak, and food production and the role of science in helping delimit them as problematic.

Mainstreaming sustainability
Sustainability and Mitigation, Adaptation and Resilience, as individual and social concerns, and their role in transformation.

Communicating sustainability
Human well-being, Environmental Justice, Environmental Policy and the practicalities of Sustainability in Scotland.

Sustainable development in practice
Community Empowerment associated with Land Reform. Energy Production and Food Production in Tayside.

Ethics and sustainability policy
Active citizenship and globalisation.

Innovating locally, transforming globally
Transformations required to embrace Sustainability.

Active relationship for sustainable futures
Thinking globally, acting locally.

Brief description

How lifestyle can effect physical and mental well-being. Reflect on your own lifestyle choices and how to incorporate good health behaviours into your life.

Module content:

  • Sleep and stress
    The impact of sleep and stress on health and performance. Completion of sleep diaries and questionnaires related to sleep patterns and stress.
     
  • Physical activity
    Current physical activity recommendations, components of physical fitness.
     
  • Physical inactivity
    Understanding why people are inactive. The link between physical inactivity, obesity and type 2 diabetes.
     
  • Physical activity and mental well-being
    The effects of physical activity on mental well-being.
     
  • The effect of carbohydrate consumption and exercise on blood glucose
    Measurement and recording of blood glucose in response to the carbohydrate ingestion and exercise.
     
  • Simple health and fitness testing
    Measurement and recording of data. Tests will include blood pressure, strength, endurance and flexibility. Data will be compared with normative values for these tests.

Brief description

Develop critical thinking skills that form the basis for progression across the academic disciplines of the university. Learn how to recognise, construct, evaluate, criticise and defend different forms of argument.

Module content:

•    Potential 'timeless' debates 
Debates delivered by internal and external experts on: e.g. existence of God; privacy and civil society; private property; money as source of 'evil'; nature/nurture; free speech; pornography; capital punishment; prostitution; animal experimentation; meaning of justice; abortion; affirmative action; just war; trade union power; good life/good political community; human nature; monarchy; value of democracy; meaning of equality; citizenship rights.

•    Potential 'timely' debates
Debates delivered by internal and external experts on: eg, Scottish independence, academic freedom; drug legalisation; drug use in sport; immigration; free health care; war on terror; EU membership; euthanasia; progressive taxation; race and gender discrimination; gay marriage; human rights; politics/sport; global warming; internet censorship; nuclear power; education league tables; nuclear weapons; GM agriculture; religion; cloning; fair trade; value of contemporary culture.

•    Critical thinking seminars
Follow-up discursive discipline specific seminar sessions led by teaching staff on topics covered in formal debates. Learn to identify types of argument presented, evaluate perspectives and to reflect upon their own reasoning processes and value assumptions. The debates and seminars facilitate a foundation for the acquisition of graduate attributes.

•    WEB CT Wiki discussion forum
Work in small groups to write a short 800 word indicative "Thinking Summary" online Wiki of the arguments presented in each debate. These summaries will be constructed by each designated Thinking Group of three students using the Wiki facility on Blackboard which will facilitate further discussion on the moderated WEB CT discussion forum.

Brief description

The social, managerial, economic, political, and technical challenges and opportunities associated with emerging renewable energy innovation, production, supply and consumption.

Module content:

•    Renewable energy non-technical challenges and opportunities
Social and political challenges and opportunities of renewable energy production supply and consumption. Economic and environmental challenges of renewable energy production supply and consumption. Strategic and managerial challenges of renewable energy production supply and consumption.


•    Renewable energy technological challenges and opportunities
Geotechnical, Geophysical and Hydrographic information; Knowledge of sources of hydrographic information and interpretation of published charts. Forces on structures; Appreciation of the various forces acting on marine structures. Technical limitations and challenges of energy distribution systems and energy storage. Current technological development trend, collaborative innovation in renewable energy.

Brief description

Learn how to adjust language to suit context. Analyse a range of linguistic issues, including “proper English”, how language can be used to create moral panics, and the ethics of communication.

Module content:

•    “Good English”
The role of standardisation, dialect and idiolect − how we choose language to reflect our identities and our role in a speech or discourse community.

Language and influence
How the media constructs narratives to persuade or inform the audience (and how to tell the difference).

Creating a narrative across genres
The conventions, freedoms and limitations of different forms; using these forms in new ways.

Narrative changes over time
How authors reinvent old stories to reflect current concerns.

Technical writing
The use and manipulation of data; hearing the author's voice; critiquing "bad science".

The ethics of communication
 (Electronic) media and ownership, attribution and theft.

Brief description

“Personal” digital safety to make computer security fun, practical and eye-opening.  Learn the base knowledge that will continue to be relevant to future generations of devices.

Module content:

•    Current state of computer security
An overview including legal aspects.

•    Cyber-attacks, vulnerabilities and threats
Malware, Network attacks (denial of service, packet sniffing etc.), bots and rootkits. How the bad guys can obtain your password.

•    Information leakage
Recovery and forensics recovering deleted or corrupted files. What your browser knows about you. Web browser forensics.

•    Securing networks, accounts and devices
Defence against malware, honeypots, Secure protocols, intrusion detection, Password security, Mobile device security.

•    Human aspects of cyber security 
The Psychology of Hackers, Social Engineering, identity theft, Usability vs security.

•    Breaking the code
An introduction to cryptography, Encryption and Decryption, public and private keys, the key exchange problem.

•    History of cryptography 
The Caesar cipher, polyalphabetic ciphers, the Playfair cipher, the role of Enigma and the Bletchley Park cryptographers in WWII.

•    Computers and Crypto Diffie-Hellman and RSA encryption
Phil Zimmerman and “Pretty Good Protection". Quantum Cryptography – Provably unbreakable information hiding. Mathematical Underpinnings – Large prime numbers and why they matter.

•    Steganography
 A picture's worth a thousand words when you're hiding the wood in the trees.

•    The law, society and cryptography 
Why you can be imprisoned for forgetting your password. The Civil Liberties Arguments for and against strong-crypto. International perspectives on information hiding, information freedom, the right to privacy and the conflicts between these. Are unbreakable cyphers an unqualified “good thing”?

Brief description

Develop perspectives on the key challenges faced by humankind such as environmental change, pollution, food security, energy provision, conflicts, terrorism, emerging diseases, and changing demographics. Understand the overwhelming complexity of the problems and the need for interdisciplinary approaches to create solutions.

Module content:

  • Interdisciplinary research
    Introductory lectures will discuss the definitions, methods, benefits, challenges, and drawbacks of disciplinary and interdisciplinary approaches and the role of public policy influencing research
     
  • Global challenges
    Challenges from different disciplines. Examples include: Climate Change: causes and impact; Serious Games: science and application of visualization and games; Global Security: valuing ecosystems: balancing policy, economics and environment; Contemporary Challenges to Healthy Living; Food Security: global threats and local needs; Energy Poverty: space travel.

Brief description

Design an activity to communicate and present scientific principles to primary school children. Learn about working as a group and how to communicate complex ideas.

Module content:

Developing a science communication activity
Target audience, sources of information to identify suitable activities (CfE documentation etc.), health and safety, issues around working with specific groups, accessibility, ethics, costing and sustainability.

The landscape of engagement and current practice
Types of public engagement activities, target audiences, funding, role of learned societies, universities and other bodies. Public engagement in Dundee and Tayside.

Work in a team to develop game design concepts for serious applications. Gain the knowledge, processes and techniques of game design and study examples of serious games developed to benefit society.

Module content:
•    Overview of Games
A brief history of games, game art and gamification.

•    Games for change
Understanding how games can benefit society.

•    Game mechanics
Deconstructing core components of popular game genres.

•    Gameplay constructs
What is gameplay and how is this broken down and communicated within the game design.

•    The game design process
Conceptualisation, iteration, phases of workflow.

•    Game design theory and practice
Identifying the elements within effective design and how they are implemented.

•    Documenting the design interactive
Oriented design, technical design, capturing requirements.

•    Business models
Exploring methods that can be used to generate revenue within the game design.

Brief description

Develop the knowledge and awareness required to make good career decisions and the skills and confidence to successfully navigate each stage of the recruitment process for graduate jobs.

Module content:

  • Developing self-awareness
    Profiling of personal strengths, values and priorities in relation to career choice.
     
  • Developing opportunity awareness
    Generating career ideas based on your personal profile; Exploring the range of graduate opportunities within job sectors of interest; Reviewing occupations that are directly related to your own subject discipline.
     
  • Developing a career action plan
    Matching your personal profile with best fit opportunities in the job market; Creating a timeline of actions to improve your prospects of meeting your aim.
  • Developing job seeking skills
    Sourcing suitable job opportunities - both advertised and unadvertised; Creating a professional image online; Identifying the skills and qualities employers look for in graduates; Learning how to produce targeted applications for specific job roles; Practising the presentation of your strengths and motivations in face to face selection activities.

Brief description

Learn about natural disaster such as landslides and flooding, structural disasters such as the Tay Rail Bridge and the system of critical infrastructure (such as road, rail, air and shipping transport networks, power grid, gas and water networks, health system) that constitute the backbone of modern societies.

Module content:

•    Overview of the scope and the content of concept of critical infrastructure failure during natural disasters and resilience against such failures
The consequences of geophysical, hydrological and meteorological disasters on critical infrastructure and critical infrastructure protection capabilities against natural disasters. Interdependencies of critical infrastructures during large disasters, presents a brief review of current research being done in this field, and presents a methodology to address interdependencies.


•    The identification of the vulnerabilities of the critical systems
The critical systems upon which modern society, economy, and polity depend. The identification of the vulnerabilities of these systems threats that might exploit these vulnerabilities. The effort to develop techniques to mitigate these vulnerabilities through improved design.


•     Flooding in Scotland
General overview of fluvial, pluvial and coastal flooding, the structural, economic and societal impact and responses to flooding. Resources will include historical examples, current policies and information (including SEPA flood maps). Case study (with virtual/actual field visit?) the Perth Floods of 1990 and 1993 and the Perth flood defence scheme*


•    Landslide origins, types and mitigations
General overview what landslides are, why they happen and what can be done to prevent them.


•    Structural failure
An example such as why the Tay Bridge failed and what it meant for the Forth Rail Bridge.


•    Reports and investigations
The role of reports in accident and disaster investigations in creating informative reports; case studies of accidents, disasters, learning from history, learning from case studies, learning from common law

Brief description

Introduction to the skills and knowledge needed to launch a small business successfully. This module will define and help you acquire the personal and professional skills needed to develop a professional career and/or to succeed as entrepreneurs in Small and Medium sized Enterprises (SMEs).

Module content:

  • Understanding entrepreneurship.
     
  • Generating successful business ideas.
     
  • Environmental scanning.
     
  • Developing a credible business plan that includes evaluating business ideas.
     
  • Presenting the business idea.

Brief description

An understanding of some of the processes involved in food production. Discuss common misconceptions and ideas which present the food and nutritional industries in a bad light.


Module content:

•    Student led investigations
Student led investigations of the different sectors within the food and drink industry including: prebiotics – and the controversy surrounding the term; if barbequing is a healthy cooking method; and exposing the celebrity chef - common Myths about cooking.


•    Consumerism
Does the food industry listen to us? Understanding consumer and sensory science to better understand why you buy the products you buy.  How food/public health is reported by the media? The French paradox / Mediterranean diet.


•    Future of food
Ethical food production and the future of foods, and what’s waste got to do with it?


•    Debunking myths
Debunking food myths, more science than science fiction in our food today, like the science behind getting sauce out of a bottle and what to drink – Whisky or Beer?


•    Facts from fiction
Finding facts from fiction, investigating the three-second rule – should I eat things that have fallen on the floor? What’s so super about super-foods? Fat or sugar: Which is worse?

Brief description

Learn how we approach and understand mental health, from historic, social, therapeutic, and individual perspectives. Explore questions such as ‘what is madness?’, ‘how does society position people with mental illness?’, and ‘how do we best respond to challenges to our mental health?’

Module content:

  • Historical and cultural perspective on mental illness
    How do we ‘think’ about mental health, and mental ill health?
     
  • Diagnosis and the anti-psychiatry movement
    Who holds the power to decide what is normal in terms of psychological well-being and behaviour?
     
  • Gender, culture and mental health
    How gendered cultural expectations and representations influence how we respond to mental health issues.
     
  • Media representations
    The impact of film and literature on attitudes and understandings of mental health.
     
  • Resilience, treatment and recovery
    Common mental health problems in the UK, treatment and management, and frameworks for enhancing well-being and resilience.

Brief description

An introduction to the wide range of disciplines in forensic investigation. Learn how crimes are investigated from the moment of reporting through to the presentation of the evidence in court. A hypothetical case study provides an over-arching framework in which to explore the critical aspects of forensic investigations. It involves not only physical and electronic evidence, but also statements from witnesses, suspects and victims which requires cross discipline collaboration of professionals.

Module content:

Crime scene investigation
How a crime scene is examined in the context of incomplete contextual information and to avoid loss or contamination of evidence and the maximising of the value of evidential material.

Media involvement
Positive and negative effects of the media/public interest in the crime.

Forensic biology
Examination and evidential value of body fluids, DNA, hairs and fibres.

Forensic chemistry
Analysis for drugs, toxicological analysis, firearms, explosives, and trace evidence.

Digital sources
Evidence from CCT, mobile phones, computer hardware, on−line behaviour.

Forensic reasoning and practice
An introduction to forensic problem solving, thinking styles, case assessment and interpretation.

Psychology of witnesses and suspects
False confessions, offender profiling, effects and avoidance of cognitive bias in forensic science through process design.

Year 3 Core Modules

You must study and pass all six core modules

Brief description

Cellular, tissue and molecular bases of disease and dysfunction in humans. General processes and approaches for diagnosis and monitoring and selected pathologies in an integrative context.

Indicative content:​

  • Basic principles of Pathology: Structural-functional correlations, signs, symptoms and syndromes; pathological terms and terminology; organisation of pathology services. The role and future of molecular pathology. The vital role of imaging in pathology.
  • Core techniques in Clinical Biochemistry: Introduction: Range of diagnostic, monitoring and screening tests; basics of test design, sample handling and test interpretation. Evaluation of analytes in selected specific conditions (diseases and dysfunctions) eg. carbohydrate and lipid disorders, and for specific organ/system functions eg. liver, kidney, heart. Water, electrolytes and acid-base balance. Tumour markers.
  • Core techniques in Cytopathology and Histopathology: Histotechnique: Types of microscopy and applications in cyto-/histopathology; preparation of cells and tissues; microtomy, cryomicrotomy and ultramicrotomy; range of routine and special stains; practical challenges of staining; reporting procedures. Structure/ultrastructure of normal cells and tissues; structural/ultrastructural correlates of disease. Immunocytochemical approaches eg probe range, FISH. Role of imaging in pathological screening, diagnosis and monitoring.​
  • Understanding Neoplasia: Distinctive characteristics of neoplasms; Benign- malignant spectrum; cancer classification systems; terminology; characteristics of cancer cells (and their use in diagnosis). Molecular pathogenesis/multi- step nature of neoplasia.Metastasis. Clinical consequences of established malignancies eg.paraneoplastic syndromes.
  • Cellular Pathology - Cell Injury, Adaptation and Death: Cellular homeostasis. Dysregulation of the cell cycle, DNA damage and repair and associated diseases. Responses to injury. Necrosis and apoptosis. Patterns and types of of necrosis. Adaptive responses to injury eg. hyperplasia, atrophy,metaplasia, dysplasia (Neoplasia considered under separate heading). Abnormal deposition; calcification.
  • General Pathology - Inflammation and Repair: Acute inflammation - Sequence, vascular dimensions, mediators. Chronic inflammations. Tissue repair processes (At tissue, cellular and molecular levels). Repair of selected tissues eg. skin, bone. New developments in tissue repair. Effects of aging on repair. Immunopatholgical dimensions.
  • Systemic Pathology: Selected Dysfunctions: Selected systems - In-depth illustrations of the integration of (1) Cellular, molecular and systemic approaches;(2)Investigative techniques; and (3) Management of clinical consequences. Examples will be taken from: (1) Colorectal carcinomas, IBDs, stomach cancers; (2) Female reproductive cancers; (3) Hepato-cellular failures and other hepatobiliary dysfunctions; and (4) Renal pathologies. 

Brief description

Information relevant to professional work in the clinical environment, and of bioethics (medical ethics). The module covers essential aspects of the profession that are mandatory for all students on both programme routes (standard and applied), in order to meet IBMS accreditation requirements. It’s an essential pre-requisite for students undertaking subsequent hospital placements on the Applied route, in order to meet HCPC approval requirements.

Indicative content:​

  • Management and professional issues in the NHS context: Professional regulation and conduct, role of the Biomedical Scientist, user demand and management of staff and workload, training and CPD, effective team working.
  • Health and safety: Legislation governing laboratory Health and safety, hazard identification and risk assessment, COSHH, biological safety.
  • Bioscience industry: The role of the ICH Guidelines (Quality, Safety, Efficacy), FDA Regulations and their role in Biotech/Biological Product Development and Manufacture.
  • Bioethics: Ethical approaches: deontological and teleological. Ethical systems: intuitive responses, religious laws, rights, utilitarianism. Application of ethical approaches and principles to contemporary bioscience and biomedical issues.

Brief description

Clinical detection, diagnosis and therapeutic treatment of a variety of human diseases. A practical study of blood and constituents in normal and diseased states and diagnostic investigations.

Indicative content:​

  • Haematology: Red cell, white cell and platelet disorders and their causes. Inherited and acquired anaemias, malignant and other blood disorders. Blood coagulation and its defects.
  • Serology and transfusion science: Blood group systems. Donor blood collection. Compatibility testing and transfusion hazards. Blood product and reagent preparation, testing, storage and use.
  • Haematology and serology practicals: Morphological features of blood cells, and their classification. Blood processing and testing.

Brief description

Contemporary medical biotechnologies that are currently being either developed or routinely used, in the life science sector.

Indicative content:​

  • Contemporary techniques in medical biotechnology: Contemporary medical biotechnologies e.g Next generation genomic and transcriptomic sequencing, proteomics, interactomics, metabolomics.
  • The use of current medical biotechnologies in the public and private sector: Nucleic acid and protein diagnostics, methods that lead to diagnostic screening techniques and drug discovery. For example diagnostic nucleic acid techniques, immune diagnostic kits, targeted drug screening using enzymes (eg. kinases), proteins (eg. cytochrome P450), from laboratory to market will be explained and demonstrated (during industrial visits).

Brief description

The processes involved in experimental design/assay development and testing. Gain the necessary basic practical/analytical skills and theoretical knowledge required to be a reliable and independent laboratory worker.

Indicative content:​

  • Experimental design and statistics/data analysis: Determining objectives and specifying hypothesis; factors, levels, blocking and randomisation; use of appropriate statistical tests, using the statistical package SPSS.
  • Mini investigation: Carry out a mini project in which a variety of experimental methods are applied and critically evaluated (the exact nature of the techniques used will depend on the nature of the project and will vary).
  • Information literacy: Plan and conduct literature search, making use of a wide range of resources, including full-text and abstracting databases as well as reference management software.
  • Principles of experimental techniques: Demonstrate a detailed knowledge of experimental techniques used in the execution of the mini-project including specific strengths and limitations.

Brief description

The process of turning basic biological research into an end product e.g. a drug, licenced for clinical use.

Indicative content:​

  • Process and quality management: Process and quality management as key themes throughout drug development: Good laboratory practice, good clinical practice and good manufacturing practice. The role of Quality by Design, Regulatory Affairs and quality assurance in drug licencing. The role of MHRA and FDA, etc.
  • Identifying and developing candidate drug molecules: Examining clinical drivers, QSAR, high-throughput-screening, intellectual property.
  • Cellular structures as drug targets: Cellular structures as drug targets focusing mainly on cell surface receptors: Pharmacodynamics of drug-receptor binding. Quantifying drug efficacy and binding in vitro.
  • Preclinical development: Pharmacokinetics, toxicity studies in animal models.
  • Clinical trials: Clinical Trials Good Clinical Practice, Phase I to IV of clinical trials. Study design trial, sources of bias, recruitment, and sample size, analysis of data Per-protocol/intention to treat analysis.
  • Guest lecturer from industry: Product development and marketing.
  • ​​Large scale manufacturing: Large scale manufacturing, Regulatory approval, post market monitoring (Phase (IV).

Year 4 Core Modules

You must study and pass all five core modules

Brief description

Advanced insight into current and emerging advanced aspects of human medical genetics. Molecular basis, screening, investigation and treatment of genetic diseases.

Indicative content:​

  • Principles and concepts in human genetic diseases: Major sources and forms of genetic disease will be considered at an advanced level. To include (inter alia): developmental aberrations, polygenic effects and epigenetic changes. Examples of specific disorders - specific cases selected of which to be for the coursework (individualised titles) - include (inter alia): haemoglobinopathies, developmental disorders, inherited forms of blindness, muscular dystrophy, hereditary cancers, neurodegenerative conditions and psychiatric disorders.
  • Techniques relevant to clinical genetics: The focus will be on emerging technologies. Pre-implantation diagnosis. Pre-natal screening and testing. The use of sequencing for medical diagnostics and screening. Bioethics of genetic screening and testing. Practical work is likely to focus on DNA extraction, PCR, DNA sequencing and fragment analysis in disease diagnosis.
  • Genetic therapies for human diseases: Therapies in relation to the selected human diseases. Somatic gene therapy: in vivo and ex vivo approaches. Gene therapy for cancer. Gene targeting and gene editing. Germline genetic modification. Bioethics of genetic therapies.

Brief description

The scientific basis of health and dysfunction of selective systems in an integrative context. Current and future treatment options.

Indicative content:​

  • Central nervous system pathology: A range of neuropathological disorders split into four clear categories. A: Neurodegenerative disorders e.g. Parkinson’s, Huntington’s, Alzheimer’s. B: Strokes – e.g. Haemoragic stroke, Ischaemic stroke,and transient ischemic attacks. C: Acute brain injury – Primary and Secondary injuries. D: Brain tumours – e.g. astrocytoma. ependymoma,oligodendroglioma.
  • Reproductive/Developmental pathophysiology: A: Male UG disorders. B: Female reproductive system disorders. C: Infertility: diagnosis and treatment. D: Downs syndrome: clinical diagnosis.
  • Metabolic disorders: Causes, consequences, comorbidities, treatment and models of A: Diabetes. B: Obesity. C: Metabolic syndrome and their interrelations.

Brief description

A perspective on public health, current threats to health and healthcare within populations and mechanisms and organisations for managing diseases.

Indicative content:

  • Public Health and Epidemiology Concepts: Understand terms such as cluster, outbreak, endemic, epidemic, pandemic and evaluate research methods in the field of epidemiology. Neglected diseases.
  • Natural and anthropogenic sources of disease: Critical awareness of disease sources of both natural origin such as infectious diseases; bacterial, viral and parasitic as well as diseases caused by environmental, lifestyle and social determinants.
  • Qualitative and quantitative data streams: Accessing, using and appraising qualitative, quantitative and 'semi- quantitative' health data from local, national and international sources.
  • Disease surveillance and monitoring: The process of disease surveillance from a local level (reporting from NHS labs) to the role of national and international organisations, such as governments, World Health Organisation and Centre for Disease Control. How these organisations respond to and manage new and emerging health threats.
  • Ethics: Public health ethics. Role of national and international organisations in formulating policies based on evidence and ethical criteria.
  • Prevention, Health Care and emergency risk management: Case studies examining strategies for minimising the impact of natural and anthropogenic diseases. Carrying out a SWOT (strengths, weaknesses, opportunities and threats) in public health strategies.

Brief description

The theoretical underpinning and statistical skills required to pursue a detailed investigation of a selected research topic under the guidance of a member of staff.

Indicative content:​

  • Research project management: The role of literature review in research. The principles and practice of GLP and GMP, Research methods, The role of literature review in research. Research project management. Time management in the research context.
  • Research project development: Research ethics. Research health and safety. Statistical skills for research.

Brief description

Organise and carry out a research project. Interpret and evaluate the data, and communicate the findings. Develop the ability to apply intellectual, organisational and communication skills within a specific area of study.

Indicative content:​

  • Project work: Effectively and efficiently conduct the project into a specific aspect of your discipline, under the supervision of a named academic or academic team.
  • Project log/Lab book: Keep accurate records of your work in an appropriate format.
  • Communication of findings: Produce a final project report within the discipline specific guidelines. Present the outcomes of the research project by means of a poster presentation.

How the Course Works

Please note: The degree award title for the Standard route is BSc (Hons) Biomedical Science. For the Applied route, the degree award title is BSc (Hons) Applied Biomedical Science.

The Applied route allows you to apply for HCPC registration as soon as you gain your degree. Standard route graduates who gain employment in the NHS as trainee biomedical scientists may apply for HCPC registration following 12-24 months of training.

In most years, the number of students wishing to transfer to the Applied route exceeds the number of available placements (typically by around 30%); when this occurs, entry to the Applied route will be competitive, based upon Year 2 academic performance.

Learning and Assessment

You’ll learn through a combination of lectures, seminars, tutorials and practical work. Enquiry-based learning (EBL) and problem-based learning (PBL) approaches are used at appropriate points in the curriculum.

Assessment is by a combination of coursework assignments, class tests, presentations and examinations. On average, 22% of assessment is by examination (averaged across four years of the programme).

Accreditation

Entry Requirements

Please note:  All applicants must have passes in English and Maths - National 5 grade C or GCSE grade C/4 or equivalent.  National 5 ESOL is accepted in lieu of National 5 English. Lifeskill Maths and Application of Maths NOT accepted in lieu of Maths.

Please visit our Entry from College pages for suitable College courses.

Republic of Ireland applicants, click on the UK tabs and scroll down to find your Entry Requirements.

See information about studying and applying to Abertay for International students.

Qualification Type Grade Requirements Essential Subjects
Higher (standard entry) BBBB Biology or Human Biology at Higher and Chemistry at Nat 5 C or better
Higher (minimum entry) We may make you an offer at the minimum entry grades if you meet the criteria. Find out if you're eligible for minimum entry (see below). BBC Biology or Human Biology at B and Chemistry at Nat 5 C or better
A-Level CCC Biology or Human Biology at A Level and either Chemistry, Combined Science, Additional Science or Further Science or Double Science GCSE at C or better
Irish Highers B2B2B2B2 or H3H3H3H3 Biology and Irish Ordinary Chemistry at C or better
BTEC Extended Diploma MMM Applied Science or Applied Science (Forensic Science) or Applied Science (Medical Science)
International Baccalaureate 28 Points Biology at S5 or H4 and Chemistry in Middle Year programme at 4 or better
AHEAD   Successful completion of the relevant stream of our AHEAD programme
SWAP Access BBB Life Sciences, Health & Life Sciences, Sciences, Biological Sciences, Science, Technology and Health
Qualification Type Grade Requirements Essential Subjects
Advanced Higher BBB Biology and Chemistry
A-Level BBB Biology and Chemistry
BTEC Extended Diploma DDD Applied Science (Medical Science)
SQA HNC B Our Entry from College pages list approved HNC courses
SQA HND B Applied Chemical Science
BTEC HNC M Applied Biology
Qualification Grade Requirements Essential Subjects
SQA HND B/BB Our Entry from College pages list approved HND courses
BTEC HND M Applied Biology
*Those gaining direct entry to year 3 are not eligible to compete for a clinical laboratory placement, and therefore will not normally be permitted to follow the Applied Route of the programme.

We accept a wide range of qualifications from applicants from across the world. Please select your country from the searchable list below to view different qualification entry requirements. If you have different qualifications to those listed, please contact us using the form below.

This field is required
This field is required

Academic Requirements

Applicants will typically be required to achieve CCC at A-Level, to include any essential subject(s).

Applicants will typically be required to pass the International Baccalaureate (IB) Diploma with an overall score of 28 points, to include any essential subject(s) at S5 or H4.

English language: English B at S5 or H4 is accepted. For English A, no grade is specified. For alternative English language qualifications, please see below.

Applicants will typically require a High School GPA of 3.0, plus one of the following:

  • SAT (I) score of 1100
  • 3 AP Tests at grades 333
  • 3 SAT Subject Tests at 600
  • ACT Composite score of 25

A combination of AP/SAT II tests may be used, provided they are in different subjects.

Applicants will typically be required to pass the Caribbean Advanced Proficiency Examination (CAPE) with 6 units as follows: 4 units at III, 2 units at IV, to include any essential subject(s) at III.

Applicants will typically be required to pass the European Baccalaureate with an overall grade of 70%, to include any essential subject(s) at grade 7.

English language: English Language 1 at grade 6 or English Language 2 at grade 7 are accepted. For alternative English language qualifications, please see below.

Applicants will typically be required to pass the NECO in at least five subjects at an average of B/C, and the first year of a university degree in a relevant subject with an average grade of 54%/2.00, to include any essential subject(s) at 60%/2.70.

English language: English at C6 or higher in the NECO is accepted. For alternative English language qualifications, please see below.

Applicants will typically be required to pass the WAEC in at least five subjects at an average of B/C, and the first year of a university degree in a relevant subject with an average grade of 54%/2.00, to include any essential subject(s) at 60%/2.70.

English language: English at C6 or higher in the WAEC is accepted. For alternative English language qualifications, please see below.

Applicants will typically be required to pass the Diplomë e Maturës Shtetëore with an overall grade of 7.5, to include any essential subject(s).

Applicants will typically be required to pass the Baccalauréat Technique / Commercial with an overall grade of 14, to include any essential subject(s).

Applicants will typically be required to pass the Baccalauréat de l'Enseignement Secondaire with an overall grade of 14, to include any essential subject(s).

Applicants with national school qualilfications will typically be required to pass the first year of a university degree in a relevant subject with an average grade of 12/20, to include any essential subject(s).

Applicants will typically be required to pass the Trayecto Técnico Profesional with an overall grade of 6.5, to include any essential subject(s).

Applicants will typically be required to pass the Título de Técnico Superior/Universitario with an overall grade of 6.5, to include any essential subject(s).

Applicants will typically be required to pass the Araratian Baccalaureate at Extended Level with grades CCC, to include any essential subjects.

Applicants will typically be required to pass the Certificate of Secondary General Education wih an average of 13 and the first year of a university degree in a relevant subject with an average grade of 64%, to include any essential subject(s).

Applicants will typically be required to pass the Year 12 Certificate plus ATAR rank of 77 or Overall Position of 11, to include any essential subject(s) at Year 12 with grade B, grade 3 or Sound Achievement.

Applicants will typically be required to pass the Reifeprüfung/Maturazeugnis with an overall grade of 2.8, to include any essential subject(s) at grade 2.

English language: English at grade 2 in the Reifeprüfung/Maturazeugnis is accepted. For alternative English language qualifications, please see below.

Applicants will typically be required to pass the Tam Orta Tahsil Hazzinda Aggestat with an average of 4, and the first year of a university degree in a relevant subject with an average grade of 62%, to include any essential subject(s).

Applicants will typically be required to pass the Shahadat Al-Thanawaya Al-Aama/General Secondary Education Certificate with an average of 60%, and the first year of a university degree or post-secondary diploma in a relevant subject with an average grade of 65% or 2.25 (on the 4 point scale), to include any essential subject(s).

Applicants will typically be required to pass the Intermediate/Higher Secondary School Certificate at an average of 2.5, and the first year of a university degree in a relevant subject with an average grade of 50% or C+, to include any essential subject(s) at 60% or grade B.

Applicants will typically be required to pass the Certificate of General Secondary Education at an average of 6, and the first year of a university degree in a relevant subject with an average grade of 6.0, to include any essential subject(s).

Applicants will typically be required to pass the Certificate d'Enseignement Secondaire Supérieur with an overall grade of 60%, to include any essential subject(s) at 65%.

Applicants will typically be required to pass the Diploma van secundair onderwijs with an overall grade of 60%, to include any essential subject(s) at 65%.

Applicants will typically be required to pass the Abschlusszeugnis der Oberstufe des Sekundarunterrichts with an overall score of 60%, to include any essential subject(s) at 65%.

Applicants will typically be required to pass the Diploma de Bachiller at 64%, and the first year of a university degree in a relevant subject with an average grade of 63%, to include any essential subject(s) at 70%.

Applicants will typically be required to pass the General Certificate of Secondary Education at an average of 4.5, and the first year of a university degree in a relevant subject with an average grade of 70%, to include any essential subject(s).

Applicants will typically be required to pass the Certificado de Conculsão de Segundo Grau with an average score of 8.0, to include any essential subject(s) at grade 8.0.

Applicants will typically be required to pass the Certificado de Conclusão de Ensino Médio with an average score of 8.0, to include any essential subject(s) at grade 8.0.

Applicants will typically be required to pass Brunei A Levels in 3 subjects at grades CCC, to include any essential subject(s).

Applicants will typically be required to pass the Diploma za Sredno Obrazonvanie with an average score of 4.5, to include any essential subject(s) at grade 5.

Applicants will typically be required to pass the Diploma of Upper Secondary Education at average of C, and the first year of a university degree in a relevant subject with an average grade of 65%, to include any essential subject(s) at 65%.

Applicants will typically be required to pass the Baccalaureat or Baccalaureat Technique at an overall grade of 12, to include any essential subject(s) at grade 12.

Applicants will typically be required to complete the Secondary School Diploma or Diplôme d'Études Collégiales with five grade 12 subjects at an average of 65%, to include any essential subject(s) at 65%.

Applicants will typically be required to pass the Licencia de Education at an average of 4.5, and the first year of a university degree in a relevant subject with an average grade of 4.5, to include any essential subject(s) at grade 5.

Applicants will typically be required to complete Senior Middle/High School Certificate/Diploma at an average of 75%, to include any essential subject(s) at 77%; and pass GAOKAO with 500 points (based on the 750 points scheme).

Applicants will typically be required to pass the Bachiller Academico at an average of 3.25, and the first year of a university degree or Tecnico Universitario in a relevant subject with an average grade of 3.3, to include any essential subject(s) at grade 3.

Applicants will typically be required to pass the Svjedodžba o Maturi with an overall grade of 3.2, to include any essential subject(s) at grade 3.

Applicants will typically be required to pass the Apolytírio Lykeíou with an overall grade of 17.0, to include any essential subject(s) at grade 17.

Applicants will typically be required to pass the Vysvědčení o maturitní zkoušce with an overall grade of 2.4, to include any essential subject(s) at grade 3 (Dobrý).

Applicants will typically be required to complete the Studentereksamen (STX), including 3 Level A subjects an overall grade of 7, to include any essential subject(s) at grade 7.

English language: Studentereksamen English Level A or B at grade 7 is accepted. For alternative English language qualifications, please see below.

Applicants will typically be required to pass the Título de Bachiller at an average of 7.0, and the first year of a university degree in a relevant subject with an average grade of 13 / 60%, to include any essential subject(s) at 60%.

Applicants will typically be required to pass the Gumaasiumi lõputunnistus with an average score of 3.2, to include any essential subject(s) at grade 4; and pass 3 state examinations at a minimum of 55% (or 2 states examinations plus C1 Advanced English CAE or IELTS).

English language: 75% in the English state examination is accepted, or C1 Advanced English CAE or IELTS (overall score 6.0 with no band lower than 5.5). For alternative English language qualifications, please see below.

Applicants will typically be required to complete the Studentsprogv at an overall grade of 7, to include any essential subject(s) at Level A grade 7.

Applicants will typically be required to pass the Ylioppilastutkinto/Studentexamen at an overall grade 4, to include any essential subject(s) at grade 5.

English language: Advanced English at grade 5 within the Ylioppilastutkinto/Studentexamen is accepted. For alternative English language qualifications, please see below.

Applicants will typically be required to pass the Baccalauréat Général/Professionnel/Technologique at an overall grade 12, to include any essential subject(s) at grade 13.

English language. English at grade 14 in the Baccalauréat Général/Professionnel/Technologique is accepted. For alternative English language qualifications, please see below.

Applicants will typically be required to pass the Option Internationale du Baccalauréat at an overall grade 11, to include any essential subject(s) at grade 13.

English language. English at grade 13 in the Option Internationale du Baccalauréat is accepted. For alternative English language qualifications, please see below.

Applicants will typically be required to pass the Sashualo Skolis Atestati (Secondary School Certificate) at an average grade of 7, and the first year of a university degree in a relevant subject with an average grade of 65%, to include any essential subject(s).

Applicants will typically be required to pass the Shualo Specialuri Sastsavleblis Diplomi (Special School Leaving Diploma) at an average grade of 7, and the first year of a university degree in a relevant subject with an average grade of 65%, to include any essential subject(s).

Applicants will typically be required to pass the Abitur with an overall grade of 2.4, to include any essential subject(s) at grade 11.

English language: Abitur English at grade 10 is accepted. For alternative English language qualifications, please see below.

Applicants will typically be required to pass the Greek Apolytirion of Geniko Lykeio at grade 17 and 3 Pan-Hellenic exams at an average of 16, to include any essential subject(s) at grade 17.

Applicants will typically be required to pass the Hong Kong HKDSE at 3333 in 4 core subjects, with elective subjects at 333 (for 3 electives) or 43 (for 2 electives), to include any essential subject(s) at 3.

Applicants will typically be required to pass the Érettségi Bizonyítvány at an overall grade 4.0, with 2 higher subjects at grade 4, to include any essential subject(s).

Applicants will typically be required to pass the Stúdentspróf at an overall grade 6, to include any essential subject(s) at grade 6.

Applicants will typically be required to pass the Indian Senior School (Year 12) exam at an average of 60%, to include any essential subject(s) at 65%.

Applicants will typically be required to pass the Sekolah Menengah Kejuruan/Madrasah Aliyah (SMK / MA) at 71%, to include any essential subject(s).

Applicants will typically be required to pass the Post School Qualification Diploma 1 at 2.2, to include any essential subject(s).

Applicants from Ireland should check the UK Year 1 Entry tab for entry requirements with Irish Highers.

Applicants will typically be required to pass the Te'udat Bagrut or Bagrut with at least 2 subjects at level 5 and 1 subject at level 4 at an average of 60%, to include any essential subject(s) at Level 5 with 65%.

Applicants will typically be required to pass the Diploma di Esame di Stato at 70%, to include any essential subject(s) at grade 8 (on the 10 point scale) or grade 16 (on the 20 point scale).

Applicants will typically be required to pass the Upper Secondary School Leaving Certificate at grade 3.5, to include any essential subject(s) at grade 4.

Applicants will typically be required to pass the Certificate of Completed Secondary Education at an average of 3, and the first year of a university degree in a relevant subject with an average grade of 70% / 2.33, to include any essential subject(s).

Applicants will typically be required to pass the Kenya Certificate of Secondary Education (KCSE) at an average of B, and the first year of a university degree in a relevant subject with an average grade of 50%, to include any essential subject(s) at 55%.

Applicants will typically be required to pass the Certificate of Complete General Secondary Education at an average of 3, and the first year of a university degree in a relevant subject with an average grade of 3.4, to include any essential subject(s).

Applicants will typically be required to pass the Atestas par vispārējo vidējo izglītību with an average score of 7, to include 3 state exams at a minimum of 70%, to include any essential subject(s) at 70%.

English language: 80% in the English state exam is accepted. For alternative English language qualifications, please see below.

Applicants will typically be required to pass the Baccalauréat Libanais or Baccalauréat II with 12, to include any essential subject(s) at grade 12.

Applicants will typically be required to pass the Brandos Atestatas with an average score of 7 with a minimum of 70% in 3 state exams, to include any essential subject(s) at grade 8.

English language: 80% in the English state exam is accepted. For alternative English language qualifications, please see below.

Applicants will typically be required to pass the Diplôme de Fin d'Études Secondaires at an overall grade of 42, to include any essential subject(s) at grade 44.

Applicants will typically be required to pass the Certificate of Higher Secondary Education with 70%, to include any essential subject(s) at 73%.

Applicants will typically be required to pass the Ensino Secundário Complementar with grade 2.6, to include any essential subject(s) at grade 3.

Applicants will typically be required to pass the Cambridge Overseas Higher School Certificate (COHSC) with grades CCC, to include any essential subject(s) at grade C.

Applicants will typically be required to pass the Malawian School Certificate of Education at grade 5, and the first year of a university degree in a relevant subject with an average of 60%, to include any essential subject(s).

Applicants will typically be required to pass the Sijil Tinggi Persekolahan Malaysia (STPM) with a minimum of 3 subjects at BCC or 2.30 GPA, to include any essential subject(s) at grade B/3.

Applicants will typically be required to pass the Unified Examination Certificate (UEC) with 4 subjects at 70% / B5 B5 B5 B5, to include any essential subject(s) at grade 75%/B5.

Applicants will typically be required to pass the Matriculation Certificate Examination with grades BC at Advanced level and CCCC at Intermediate level, to include any essential subject(s) at Advanced level grade C.

Applicants will typically be required to pass the Diplomă de Bacalaureat with an overall grade of 6.0, to include any essential subject(s) at grade 7.

Applicants will typically be required to pass the Certificate of Secondary Education at 70%, and the first year of a university degree in a relevant subject with an average of 70%, to include any essential subject(s).

Applicants will typically be required to pass the Higher Secondary Education Certificate (HSC) with 65%, to include any essential subject(s) at 65%.

Applicants will typically be required to pass the Voorbereidend Wetenschappelijk Onderwijs (VWO) with an overall score of 6.6, to include any essential subject(s) at grade 7.

English language: English at grade 8 in HAVO is accepted. For alternative English language qualifications, please see below.

Applicants will typically be required to pass the Secondary School Leaving Diploma/Matura with an overall grade of 3.5, to include any essential subject(s) at grade 3.

Applicants will typically be required to pass the Vitnemål for Vidergaende Opplaering with an overall average of 3.6, to include any essential subject(s) at grade 4.

English language: English at grade 4 in the Vitnemål for Vidergaende Opplaering is accepted. For alternative English language qualifications, please see below.

Applicants will typically be required to pass the Higher Secondary School Certificate at an average of 60%, and the first year of a university degree in a relevant subject with an average grade of 60%/2.5, to include any essential subject(s) at 68%.

Applicants will typically be required to pass the Matura with an average score of 60%, to include 3 Advanced subjects at a minimum of 50%, to include any essential subject(s) at Advanced level with a score of 70%.

Applicants will typically be required to pass the Diploma/Certificado Nível Secundário de Educação with an overall grade of 14, to include any essential subject(s) at grade 16.

Applicants will typically be required to pass the Qatar Senior School Certificate (Shahadat Al-Thanawaya Al-Aama) at an average of 60%, and the first year of a university degree in a relevant subject with an average grade of 2.0/70%, to include any essential subject(s) at 2.5/75%.

Applicants will typically be required to pass the Diplomă de Bacalaureat with an overall grade of 7, to include any essential subject(s) at grade 8.

Applicants will typically be required to pass the Attestat o Srednem Obrzovanii (Certificate of Secondary Education) at an average of 4, and the first year of a university degree in a relevant subject with an average grade of 3.5, to include any essential subject(s).

Applicants will typically be required to pass the General Secondary Education Certificate (Tawjihiyah) with an average of 60%, and either the post-secondary diploma or first year of a university degree in a relevant subject with an average grade of 3.0/70%, to include any essential subject(s) at 75%.

Applicants will typically be required to pass Singapore GCE A-Levels with grades CCC, to include any essential subject(s) at grade 75%/B5.

Applicants will typically be required to pass the Vysvedčenie o maturitnej skúške at grade 2.4, to include any essential subject(s) at grade 2.

English language: English at B2 level at grade 2 in the Vysvedčenie o maturitnej skúške is accepted. For alternative English language qualifications, please see below.

Applicants will typically be required to pass the Maturitetno spričevalo at grade 3.5, to include any essential subject(s) at grade 4.

Applicants will typically be required to pass the National Senior Certificate (with Matriculation Endorsement) with 4 subjects at 5555, to include any essential subject(s).

Applicants will typically be required to pass the Título de Bachiller with an average score of 6.8, to include any essential subject(s) at grade 7.

Applicants will typically be required to pass the Sudan School Certificate with an average of 60%/C, and the first year of a university degree in a relevant subject with an average grade of 65%/B, to include any essential subject(s).

Applicants will typically be required to pass the Avgangsbetyg/Slutbetyg fran Gymnasieskola with an average score of 15.5, to include any essential subject(s) at level 5 grade B.

English language: English Level 5 at grade B or English Level 6 at grade C in the Avgangsbetyg/Slutbetyg fran Gymnasieskola is accepted. For alternative English language qualifications, please see below.

Applicants will typically be required to pass the Certificat de Maturité or the Maturitätszeugnis or the Attestato Di Maturità with an overall grade of 4.2, to include any essential subject(s) at grade 4.

Applicants will typically be required to pass Maturitätszeugnis with an overall grade of 4.2, to include any essential subject(s) at grade 4.

Applicants will typically be required to pass the Attestato Di Maturità with an overall grade of 4.2, to include any essential subject(s) at grade 4.

Applicants will typically be required to pass the Certificate of Complete General Secondary Education at an average of 3, and the first year of a university degree in a relevant subject with an average grade of 3.4, to include any essential subject(s).

Applicants will typically be required to complete the Certificate of Secondary Education/Maw 6 with an average of 70%/3.0, to include any essential subject(s) at grade 3; or complete the first year of a university degree in a relevant subject with an average of 2.0, to include any essential subject(s) at 2.5.

Applicants will typically be required to pass the High School Diploma at an average of 55%, and the first year of a university degree in a relevant subject with an average grade of 2.9 (on the 5 point scale) or 55 (on the 100 point scale), to include any essential subject(s).

Applicants will typically be required to pass the Certificate of Secondary Education at an average of 3, and the first year of a university degree in a relevant subject with an average grade of 3.5, to include any essential subject(s).

Applicants will typically be required to pass the Certificate of Complete General Secondary Education, and the first year of a university degree in a relevant subject with an average grade of 65% / 2.2 (on the 4 point scale) / 4.0 (on the 5 point scale), to include any essential subject(s).

Applicants will typically be required to pass the General Secondary Education Certificate Examination at 65%, and the first year of a university degree in a relevant subject with an average grade of 2.0, to include any essential subject(s) at grade 2.3.

Applicants will typically require a High School GPA of 3.0, plus one of the following:

  • SAT (I) score of 1100
  • 3 AP Tests at grades 333
  • 3 SAT Subject Tests at 600
  • ACT Composite score of 25

A combination of AP/SAT II tests may be used, provided they are in different subjects.

Applicants will typically be required to pass the Diploma of Academic Lyceum at an average of 3, and the first year of a university degree in a relevant subject with an average grade of 60%, to include any essential subject(s).

Applicants will typically be required to pass the Título de Técnico Superior Universitario, and the first year of a university degree in a relevant subject with an average grade of 50% / 6.1 (on the 10 point scale) / 12 (on the 20 point scale), to include any essential subject(s).

Applicants will typically be required to pass the Zimbabwe General Certificate of Education at Advanced Level with grades CCC, to include any essential subject(s).


English Language Requirements

All courses at Abertay University are taught in English. If your first language is not English, you will need to demonstrate that you meet our English language requirements. Accepted English language qualifications include:

IELTS - overall score of 6.0 with no band lower than 5.5

TOEFL - overall score of 78 (individual elements: L-17, R-18, S-20, W-17)

Cambridge FCE/CAE/CPE - overall score of 169 on Cambridge Grading Scale

International Baccalaureate - English B at S5 or H4, English A no specific grade required

European Baccalaureate - English Language 1 at grade 6 or English Language 2 at grade 7

You do not need to prove your knowledge of English language if you are a national of certain countries. Please see English Language Requirements for the full list of accepted qualifications and further details.

 

If your academic qualifications aren't listed above, or if you have any further questions, please contact our international team using the form below. There is also lots of useful information for international applicants on our international pages.


Contact our International Team

This field is required
This field is required
Please enter a valid email address
Please enter a valid telephone number
Please choose how you would like to receive essential information about your application.
This field is required

Not sure if you're eligible for entry?

If you have the potential and motivation to study at university, regardless of your background or personal circumstances, we welcome your application.

We understand some people have faced extra challenges before applying to university, which is why we consider the background in which your academic grades have been achieved when making an offer.

If you expect to receive passes in three Scottish Highers (grades A-C) and have either ...

  • been in care
  • participated in a targeted aspiration-raising programme such as LIFT OFF, LEAPS, FOCUS West, or Aspire North
  • no family background of going to university
  • attended a school or lived in an area where not many people go to university

... we encourage you to submit an application.

Fees and funding

The course fees you'll pay and the funding available to you depends on factors such as your nationality, location, personal circumstances and the course you are studying. 

More information

Find out about grants, bursaries, tuition fee loans, maintenance loans and living costs in our undergraduate fees and funding section.

 

Scholarships

We offer a range of scholarships to help support your studies with us.

As well as Abertay scholarships for English, Welsh, Northern Irish and international students, there are a range of corporate and philanthropic scholarships available. Some are course specific, many are not. There are some listed below or you can visit the Undergraduate scholarship pages.

Abertay rUK Scholarship

This is a £4000 award for prospective undergraduate students applying from England, Wales or Northern Ireland.

Abertay International Scholarship

This is an award of up to £12,000 for prospective international undergraduate students.

Careers

This degree equips you with the skills to enter various bioscience-based careers, including scientific work in university and commercial laboratories. Some of our past graduates have opted for other bioscience-related routes such as secondary school teaching, medical sales, and postgraduate medicine. Many of our graduates have gone on to pursue Masters or PhD studies in the bioscience field.

 

Female wearing white laboratory coat

Choose Your Path

The degree’s professional accreditation also means that graduates can apply for employment as biomedical scientists/trainee biomedical scientists within the NHS.

Such posts are only open to those with an IBMS accredited Honours degree in Biomedical Science. Many of our past graduates have taken the biomedical scientist career path where, after gaining the Specialist Skills Diploma, they are eligible for promotion to Specialist Biomedical Scientist. With further progression, you could ultimately attain a Specialised Consultant post.

 

Group of people working in Science Laboratory

Industry Links

The programme has very strong links with local industry. In particular, laboratories at Ninewells Hospital (Europe’s largest teaching hospital), Kings Cross Hospital, Perth Royal Infirmary, and Victoria Hospital in Kirkcaldy.

Group of people working in Science Laboratory

Get inspired

Meet some of our Biomedical Science graduates and find out what they've gone on to do.

Nicola Robson

Graduating in 2016, Nicola's now a fully-fledged Specialist Biomedical Scientist working in the Pathology Department at NHS Tayside.

Find out more

A photo of Patrick Murray in a red shirt

Patrick Murray

As a Lab Manager for VWR, Patrick develops cancer treatments.

Find out more

Unistats

Unistats collates comparable information in areas students have identified as important in making decisions about what and where to study. The core information it contains is called the Unistats dataset (formerly the Key Information Set (KIS)).

Pause carousel

Play carousel