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dc.contributor.authorBashir, Amreen
dc.contributor.authorDudley, Kathryn
dc.contributor.authorRana, Karan S.
dc.contributor.authorWilkins, Kayleigh
dc.contributor.authorPallett, Ross
dc.identifier.citationBashir A, Dudley K, Rana KS, Wilkins K and Pallett R (2024) Measuring the Impact of Incorporating Case Study Presentations Into Applied Biomedical Science Placement Workshops for Trainee Biomedical Scientists. British Journal of Biomedical Science, 81:12017. doi: 10.3389/bjbs.2024.12017en
dc.description© 2024 The Authors. Published by Frontiers Media. This is an open access article available under a Creative Commons licence. The published version can be accessed at the following link on the publisher’s website:
dc.description.abstractIntroduction: Successfully completing the Institute of Biomedical Science (IBMS) registration portfolio is essential to becoming a Health and Care Professions Council (HCPC) registered Biomedical Scientist. In the West Midlands, a unique collaboration between four universities (Aston, Wolverhampton, Coventry, and Keele) and local NHS Trusts supports student placements and portfolio development. The universities support Training Officers in delivering components of the registration portfolio through the delivery of eight combined placement workshops. These have been designed to align to the IBMS registration portfolio and help students meet the HCPC Standards of Proficiency. This study aimed to evaluate the effectiveness of a redesigned workshop where students generated and presented medical case studies to peers, academics, and training leads. Materials and Methods: The three phases of the case study intervention included a pre-intervention survey, academic-led sessions focussing on medical case presentations and delivery of the presentation followed by a post-intervention survey. Results: Analysing survey responses pre- and post-intervention, students demonstrated enhanced confidence in their understanding of clinical conditions (p<0.0001), connecting lab findings to diseases, and in delivering a case presentation to their peers (p<0.001). Students reported an increased confidence in structuring case presentations and their critical thinking ability (p<0.0001). All students agreed engaging with the case study workshop improved their ability to communicate knowledge of scientific concepts orally. Thematic analysis revealed that the case presentation deepened students' understanding of multidisciplinary teams. 98% of respondents agreed patient communication should be integrated into Biomedical Sciences courses and 85% would like to see case study presentations embedded into the curriculum. Discussion: Combined placement workshops are an integral part of the Applied Biomedical Science placement journey. Case study presentations are clearly a valuable teaching and learning tool to nurture and develop key transferable skills and competencies in conjunction with Biomedical Science expertise. The collaborative approach in the West Midlands effectively prepares graduates with essential pathology knowledge, skills, and a completed IBMS registration portfolio. This study highlights a successful framework for a collaborative partnership with local NHS trusts that has allowed the completion of numerous pathology placements and could be adopted by other universities delivering accredited Biomedical Science courses.en
dc.publisherFrontiers Mediaen
dc.subjectInstitute of Biomedical Scienceen
dc.subjectIBMS registration portfolioen
dc.subjectbiomedical scienceen
dc.subjectHCPC standards of proficiencyen
dc.subjectcase study presentationen
dc.subjectcollaborative workingen
dc.titleMeasuring the impact of incorporating case study presentations into applied biomedical science placement workshops for trainee biomedical scientistsen
dc.typeJournal articleen
dc.identifier.journalBritish Journal of Biomedical Scienceen
rioxxterms.funderUniversity of Wolverhamptonen

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