The first cohort of students on a University of Westminster foundation degree completed the course recently. Here, Chrystalla Ferrier, Kelly Brookwell and Paul Quinn employ some reflective practice

Brookwell, K.

Ferrier, C.

Mr Paul Quinn

Ms Kelly Brookwell

Quinn, P.

WestminsterResearch

    WestminsterResearch http://www.westminster.ac.uk/research/westminsterresearch   Foundation degrees in biomedical science: the student experience  Chrystalla Ferrier Kelly Brookwell Paul Quinn    This is a copy of the final published version of an article published in the Biomedical Scientist, 56 (9) pp. 560 – 561, September 2012.  It is reprinted here with permission.  The online edition of the Journal from the Institute of Biomedical Science is available at: https://www.ibms.org/go/media/the-biomedical-scientist     The WestminsterResearch online digital archive at the University of Westminster aims to make the research output of the University available to a wider audience.  Copyright and Moral Rights remain with the authors and/or copyright owners. Users are permitted to download and/or print one copy for non-commercial private study or research.  Further distribution and any use of material from within this archive for profit-making enterprises or for commercial gain is strictly forbidden.        Whilst further distribution of specific materials from within this archive is forbidden, you may freely distribute the URL of WestminsterResearch: (http://westminsterresearch.wmin.ac.uk/).  In case of abuse or copyright appearing without permission e-mail repository@westminster.ac.uk The University of Westminster foundationdegree in biomedical sciences offers medicallaboratory support workers an opportunity to complete an IBMS-approved Level 5qualification by blended learning. It is a three-year course which can be used as astandalone qualification suitable for Agendafor Change Band 4 roles or as a route to theuniversity’s BSc (Hons) Applied BiomedicalScience award, with a further two years ofpart-time study. The first cohort of students from thecourse completed their studies earlier thisyear, and, at the university’s annualEmployers’ Event, held in June, two final-yearstudents, Kelly Brookwell (To Skype or Not to Skype) and Paul Quinn (RepresentingStudents), shared their views and describedtheir experiences of the course.TO SKYPE OR NOT TO SKYPE “I volunteered to give this talk partly out ofgratitude for the course and the people whomade it happen in the first place. I’ve been a laboratory assistant for over seven years atthe William Harvey Hospital in Ashford, Kent. During my interview for the job, I askedabout opportunities for career progression. My question was answered with someenthusiastic nodding but no details. A fewmonths into the job and I learned that I couldapply for a trainee biomedical scientistposition when one became vacant, and I could then do a part-time degree throughday release… provided that I had A-levels. I didn’t, so I was a bit stuck. Foundation degrees inbiomedical science: the student experienceThe first cohort of students on a University of Westminster foundationdegree completed the course recently. Here, Chrystalla Ferrier, KellyBrookwell and Paul Quinn employ some reflective practice. “There was no alternative to bridge the gap left by the lack of A-levels, and no collegeoffered A-levels as a part-time or eveningcourse to fit around my full-time work. Myonly options seemed to involve either givingup half my hours to fit around study, orgaining A-levels via the National ExtensionCollege. I completed NVQs (Levels 3 and 4)when they were offered at work; however, the part-time distance-learning foundationcourse offered by the University ofWestminster fitted the bill perfectly. “As the course came to an end we did a bit of reminiscing about the beginning. Many of the other students remembered mefrom the induction day because I was soutterly useless with computers; I’m not atechnophobe as I am happy to embracetechnology and change, but I had never hadthe opportunity to develop such skills.“At the induction I think that we may have been told that we would be doing aPowerPoint presentation at some point duringthe course. This information may not haveentirely registered with me because at that time I did know what a PowerPointpresentation actually was! As far as I wasconcerned, a power point was where I plug in the hair dryer. Even worse, I had been tomany PowerPoint presentations, blissfullyunaware of what I was experiencing. “If I had fully understood the content ofthe course, I may not have been brave enoughto start, and I might not have realised what Icould achieve. At the beginning, the thoughtof giving a PowerPoint presentation to mypeers would have seemed ridiculous. I am alaboratory assistant; what on earth could Italk to biomedical scientists about? How totake out the clinical waste and stick barcodeson samples? I have now completed threePowerPoint presentations; two at work andone at the university. As it turned out, I found it interesting to discover how muchbiomedical scientists don’t remember aboutwhat goes on in other departments. “My first talk was on glandular fever. Iwork in biochemistry and I compared theagglutination spot test carried out inhaematology with the Epstein-Barr virus(EBV) enzyme-linked immunosorbent assay(ELISA) method performed in microbiology.One of the many benefits of the foundationcourse was to appreciate the multidisciplinarynature of many of the tasks we perform. I was also very fortunate to have a trainingofficer who was amazingly supportive, and I can’t think of anything further he couldhave possibly done to help me. “In general, colleagues at work were veryhelpful and supportive, and my line managertried to provide me with some weekly studytime, although this was not always possible.This occasionally presented a problem whenwe needed to fit an exercise around work andwe were not given enough notice; for example,a Skype tutorial, which nonetheless was great‘The Westminster foundationdegree can be used as astandalone qualification or as a route to the BSc (Hons) AppliedBiomedical Science award’ARTICLE EDUCATION560 THE BIOMEDICAL SCIENTIST SEPTEMBER 2012 ARTICLETHE BIOMEDICAL SCIENTIST 561SEPTEMBER 2012fun. The three time-slot options given by the university didn’t fit anyone’s shift, andinsufficient notice meant that we wereunable to swap with work colleagues. Clearly, tutors need to keep in mind that we are working full-time and it is in ourinterests to keep our employers happy. “I don’t know what lies ahead for me now;the plan was to progress to the BSc (Hons)Applied Biomedical Science degree atWestminster, as my aim has always been to train to become a biomedical scientist.However, the Modernising Scientific Careersprogramme has introduced somecomplications and a decision has yet to be made.”REPRESENTING STUDENTS“It was just over three years ago that Idecided I wanted to pursue a career inbiomedical science, having worked for a fewyears in microbiology at Colchester Hospitalas an medical laboratory assistant (MLA) and completed an NVQ (Level 2) in ClinicalLaboratory Support. I found as muchinformation as I could about appropriatecourses through telephone calls to the IBMSand various internet searches, and ended up with a prospectus for the part-time courseat Westminster. I took this to my manager atthe time and asked for their help to make ithappen, which obviously they did.“I was invited for interview by MartinParry and learned that I would need to haveat least a Level 3 qualification to enter thecourse. Thanks to the amazing supportreceived from my NVQ assessor and the staffin my laboratory, I was able to achieve thisqualification in six weeks, and I started thefoundation degree in September 2009.“I really want to emphasis the benefitsthat my place of work gained by supportingme throughout the course. Work undertakenduring laboratory-based learning modulesgave me more of an opportunity to contributethan did my day-to-day role as an MLA,either through something like the analysis of a standard operating procedure (SOP) or presenting case studies and otherpresentations to my colleagues, therebycontributing to CPD. “The project design module allowed me to contribute to the audit and investigation of how the pathology departments inColchester, which are on separate sites, wouldbe able to manage changes brought about bythe guidelines laid out in the NHS InfectiousDiseases in Pregnancy Screening Programme.I feel that the month-long audit I undertook provided valuable data for thesenior biomedical scientists to use whendealing with the antenatal department.“The modules also provided theopportunity for me to have some experienceof the other pathology disciplines. As statedabove, these are on three separate sites inColchester and I was given the opportunity tovisit the departments, as well as learn moreabout them throughout various pieces ofcoursework. “During the first year of the course I wasone of two students chosen to be a studentrepresentative at course committee meetings.This has helped me be confident in raisingimportant issues with my peers. Changeshave been made to the course over the pastthree years, and these have been of benefit to other students. It is good to see that thecourse can evolve if a particular issue ishighlighted.“I have now been awarded funding tocontinue my studies on the BSc (Hons)Applied Biomedical Science course atWestminster, starting in September. Thissuccessful outcome owes much to those who have provided endless support over the past three years, including the staff inmicrobiology at Colchester, other pathologyand hospital staff with whom I have come in contact, and also my university tutors.”AIMING TO IMPROVEAs mentioned by Paul, the universitycontinually aims to improve the course. For this we depend on, and are grateful to, all the students and their employers whoprovide us with views and comments, bothgood and bad, and all the staff involved withthe design and delivery of the modules. rChrystalla Ferrier(c.ferrier@westminster.ac.uk) is seniorlecturer in the Department of BiomedicalSciences, School of Life Sciences, Universityof Westminster, London W1W 6UW.Sharing views and describing experiences at the university’s annual Employers’ Eventare, from left to right, Alan Wainwright (IBMS Executive Head of Education), Paul Quinnand Kelly Brookwell.‘The university continuallyaims to improve thecourse, and welcomesviews from students and their employers’Education and trainingupdates in this issue‘The modules also providedthe opportunity for me tohave some experience of theother pathology disciplines’r Biomedical support staff and IBMS qualifications, see page 562r Training the Trainers annual placement feedback, see page 563r Certificate of Expert Practice: Leadership and Management; Training; Quality Management,see page 572r Specialist Diploma guidance, see page 575

Foundation degrees in biomedical science: the student experience

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Foundation degrees in biomedical science: the student experience

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