Name of Programme
Certificate Medical Foundation Studies
Final Award
CFS
Location
Crewe
Awarding Institution/Body
University Of Buckingham
Teaching Institution
University Of Buckingham
School of Study
School of Allied Health
Programme Code(s)
FCTF1FBS / Full Time / 9 Months
Professional Body Accreditation
N/A
Relevant Subject Benchmark Statement (SBS)
N/A
Admission Criteria
- GCSEs: Grade B or 6 equivalent in Maths, English and Science
- GCE A levels: DDD to include Biology and Chemistry or Maths or a combination of Sciences and non-Sciences, with at least one B in Science or Maths (total equivalent Tariff Points of 72)
- Alternative level 3 qualifications that demonstrate academic ability in the natural sciences but are not equivalent to BBB at A- level.
Each applicant is considered on a case-by-case basis, and an interview may be required.
- GCE A levels: DDD to include Biology and Chemistry or Maths or a combination of Sciences and non-Sciences, with at least one B in Science or Maths (total equivalent Tariff Points of 72)
- Alternative level 3 qualifications that demonstrate academic ability in the natural sciences but are not equivalent to BBB at A- level.
Each applicant is considered on a case-by-case basis, and an interview may be required.
Applicable Cohort(s)
January 2021 onwards
FHEQ Level
Level 3
UCAS Code
Summary of Programme
Educational Aims of the Programme
Enrolling students for this programme are expected to study towards becoming a healthcare professional/scientist, whilst wishing to develop their skills and knowledge in the natural sciences. This programme, therefore, is designed to provide a rigorous natural sciences syllabus with a healthcare emphasis.
The educational aims are to:
- to equip students to become independent learners, facilitating the successful continuation of their studies in Healthcare or Medical Science.
- to develop students’ ability to construct and communicate logical arguments clearly;
- to help students acquire and practice strategies for effective reading and for academic vocabulary development;
- to provide opportunities for students to develop academic skills;
- to encourage students to develop general study skills, particularly including the ability to learn independently using a variety of source materials;
- to stimulate engagement and participation in the learning process;
- to develop a rich understanding of key concepts required in the Life/Healthcare Sciences
- to introduce the key cognitive skills required in the Life/Healthcare Sciences
The educational aims are to:
- to equip students to become independent learners, facilitating the successful continuation of their studies in Healthcare or Medical Science.
- to develop students’ ability to construct and communicate logical arguments clearly;
- to help students acquire and practice strategies for effective reading and for academic vocabulary development;
- to provide opportunities for students to develop academic skills;
- to encourage students to develop general study skills, particularly including the ability to learn independently using a variety of source materials;
- to stimulate engagement and participation in the learning process;
- to develop a rich understanding of key concepts required in the Life/Healthcare Sciences
- to introduce the key cognitive skills required in the Life/Healthcare Sciences
Programme Outcomes
Knowledge and Understanding
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Teaching/Learning Strategy
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Assessment Strategy
Programme Outcomes
Cognitive Skills
At the end of the course be able to:1. Demonstrate knowledge and understanding of scientific ideas, processes, techniques, procedures and how they relate to each other
2. Apply knowledge and understanding to describe and explain cell structure, cell division, cell reproduction, genetics and inheritance.
3. Make judgements, reach conclusions, demonstrate critical thinking and refine practical design and procedures
4. Demonstrate knowledge and understanding of the structure and function of important systems in health and disease and explain how cells function together at tissue/organ level; and the functioning of selected body systems.
5. Demonstrate knowledge and understanding of the use of scientific terminology and conventions.
6. Students should be able to explain the process of scientific enquiry, the roles of experiment and theory, the limits of science, the role of experimental error and risk and apply basic statistical concepts to datasets; interpret outcome.
7. Analyse, interpret and evaluate ideas, scientific information and evidence.
8. Students should be able to communicate and represent scientific ideas and data through written material, oral presentations and perform chemical calculations demonstrating proficiency in mathematical operations.
9. Demonstrate a broad overview of biological chemistry, explain the differences between different classes of compounds from both a chemical perspective and a biological function emphasis. Students will appreciate the different functions of these bio- molecules and gain an understanding of key examples of each in relation to human biology.
10. Demonstrate awareness of current healthcare issues, the responsibilities of healthcare professionals and patients attitudes and the determinants of health.
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Teaching/Learning Strategy
- Lectures- Class tutorials with preparation, including flipped learning
- Small group tutorials and task forces
- Student-led sessions
- In silico labs
- Wet labs
- Directed study
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Assessment Strategy
- Essay- Presentation
- Poster with discussion
- Examination
- Timed open-source task
- Closed-book in-class test
- Wet lab report
- Case study
Programme Outcomes
Practical/Transferable Skills
At the end of the course be able to:1. Effectively communicate about healthcare and scientific topics
2. Effective use of communication and information technology
3. Ability to conduct research into scientific topics either individually or as part of a team for. projects/dissertations/presentations
4. Analysing data and presenting the analysis results
5. Time management
6. Effectively presenting information in written and oral forms, and communicate successfully with a variety of audiences
7. Effectively gathering, filtering and critically evaluating information
8. Producing individual work and undertake self-directed learning of new knowledge for education and professional development
9. Working as a part of a team and recognising the roles to play within the team
10. Apply numerical and physical concepts to biomedical contexts
11. Safely use instruments, apparatus and carry out procedures.
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Teaching/Learning Strategy
- Class tutorials with preparation, including flipped learning- Small group tutorials and task forces
- Feed-forward assignments
- Student-led sessions
- In silico labs
- Wet labs
- Directed study
- Investigation supervision
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Assessment Strategy
- Essay- Presentation
- Poster with discussion
- Timed open-source task
- Closed-book in-class test
- Wet lab report
- Case study
- Portfolio entries, some on collaborative online documents
- Report
External Reference Points
Framework for Higher Education Qualifications Link
Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes, content and teaching, learning and assessment methods of each course unit/module can be found in the departmental or programme handbook. The accuracy of the information contained in this document is reviewed annually by the University of Buckingham and may be checked by the Quality Assurance Agency.
Date of Production
January 2021 (uploaded Spring 2023)
Date approved by School Learning and Teaching Committee
January 2021 (uploaded Spring 2023)
Date approved by School Board of Study
January 2021 (uploaded Spring 2023)
Date approved by University Learning and Teaching Committee
January 2021 (uploaded Spring 2023)
Date of Annual Review
In line with the University annual monitoring process