Queen's University
BMED 384 Integrative Laboratory Studies

This course will be a two-week intensive multidisciplinary laboratory course conducted in-person on the Queen’s University campus in Kingston, Ontario. Students will participate in a variety of laboratories, including in the disciplines of physiology, pharmacology, anatomy, microbiology, and biochemistry. Students will learn a number of different laboratory techniques, developing skills in scientific methodology, data acquisition, and interpretation. Students will also attain skills in critical thinking and hypothesis development, as well as gain experience in writing a laboratory report, working with human cadaveric material, and participating in research presentations.

Laboratory Dates: May 7th – May 18th, 2018

*If you require accommodations on campus during the two week laboratory intensive course please contact Event Services

Summer Accommodations

Minimum 3rd year (Level 3) standing and (one of ANAT 100/3.0 OR ANAT 101/3.0), and (one of PHGY 210/6.0 OR PHGY 214/6.0 OR [PHGY 215/3.0 and PHGY 216/3.0]), and (one of MICR 270/3.0 OR MICR 271/3.0 OR MICR 221/3.0), and (one of PHAR 230/3.0 OR PHAR 270/3.0 OR PHAR 340/3.0), and (one of BCHM 270/3.0 OR BCHM 218/3.0), or equivalent courses with permission from the instructor.

Note: Priority access to this course will be granted to students in the Bachelor of Health Sciences program.

LISC 391/3.0

After completing BMED 384 Integrative Laboratory Studies, students will be able to:

  1. Perform laboratory experiments using appropriate technique, with emphasis on efficiency and multitasking. (Assessments 1, 3, 6)
  2. Apply qualitative and quantitative research methodologies to test hypotheses, generate data, and interpret results spanning the fields of biochemistry, anatomy, physiology, immunology, pharmacology, and microbiology. (Assessments 1, 3, 6)
  3. Justify and support an experimental plan by searching through and scrutinizing the available scientific literature of the topic in question. (Assessments 2, 6)
  4. Conduct, analyze, and interpret their own research, and discuss the significance of the findings within the context of respective fields. (Assessments 5, 6)
  5. Navigate human anatomical specimens, identifying different tissues, organs and systems, while discussing links between their structure and function. (Assessment 4)


As Collaborators, health professionals work effectively with other health care professionals to provide safe, high-quality, patient-centred care.


As Scholars, health professionals demonstrate a lifelong commitment to excellence in practice through continuous learning and by teaching others, evaluating evidence, and contributing to scholarship.


As Professionals, health professionals are committed to the health and well-being of individual patients and society through ethical practice, high personal standards of behaviour, accountability to the profession and society, physician-led regulation, and maintenance of personal health.

Assessment 1 – Laboratory Readiness Assessments (10%)

Prior to starting the day’s experiments, students will have to proceed through online (onQ) modules, followed by a Readiness Assessment Test (RAT) to ensure that they are prepared for the upcoming laboratory. Students will also be provided a flow chart that includes all steps in the experimental protocol, which they must bring with them to the lab.

Assessment 2 – Literature Review (10%)

Students will produce a 3-4 page literature review, which they may later draw from to write the Introduction chapter of their Laboratory Report. The topic chosen will serve as a foundation for experiments conducted in the lab portion of the course. Students will be instructed to begin with a broad introduction of the topic, then focus on the disease model, thereby connecting the text to their experimental results. Students will be expected to cite peer-reviewed literature whenever appropriate. These will be individual submissions.

Assessment 3 – Sample Identification Assignments (15%)

Either during or shortly after completing a laboratory session, students will be presented with unidentified samples. Using their newly acquired knowledge of relevant experiments and data interpretation, groups must correctly identify these samples, providing enough detail to justify their answers. After assignments have been submitted, TA’s will review answers with the class to ensure students can adequately interpret their own data in their Written Laboratory Reports.

Assessment 4 – Gross Anatomy Laboratory: Bell-Ringer Test (15%)

Students will spend supervised time in the human cadaver laboratory as well as the specimen museum, where they will learn about and visualize structures within the body, their functions, and how different organ systems interact. Following laboratory periods, students will be given timed “bell-ringer style” exams, in which they will rotate through pre-assembled stations that present them with an anatomical structure. Students will be asked to identify the structure, as well as answer a related question about that structure (e.g. innervation, function).

Assessment 5 – Histopathology: Group Oral Presentation (20%)

Students will work in their groups to produce a 10-minute presentation (with up to 5 minutes of questions) on a disease with observable histopathology, chosen from a list provided. Cause of the disease may be genetic, pathogenic, drug-induced, or a combination of these. Students must give some general population statistics (incidence/prevalence/mortality) and briefly explain the causes of the disease, and symptoms both on physiology as well as at the cellular level. Students must then display histological sections of normal and diseased tissue, comparing and contrasting cellular morphology and tissue structure to point out any abnormalities. Students will present to their peers, TAs and professors, all of whom will evaluate the presenters.

Assessment 6 – Biochemistry/Microbiology/Immunology/Physiology Labs: Written Laboratory Report (30%)

In the laboratory, students will be given samples from control and experimentally treated groups. Students will perform an array of experiments on these samples to determine the effects of drug treatment on tissue physiology, microbiome, inflammation, and cytokine levels. Using their results, students will write a scientific report formatted in the style of peer-reviewed journals. This will include an abstract, background/introduction, methods, results, discussion, and a list of citations.

Both instructors and TAs will be present in all labs and/or tutorials to facilitate student learning and progression through the lab.  Informal group and peer discussion will also be valuable to students to progress through the course.

Required Texts

Pre-course and pre-laboratory modules will be posted online.

Queen’s students, faculty, administrators and staff all have responsibilities for supporting and upholding the fundamental values of academic integrity. Academic integrity is constituted by the five core fundamental values of honesty, trust, fairness, respect and responsibility (see http://www.academicintegrity.org) and by the quality of courage. These values and qualities are central to the building, nurturing and sustaining of an academic community in which all members of the community will thrive. Adherence to the values expressed through academic integrity forms a foundation for the "freedom of inquiry and exchange of ideas" essential to the intellectual life of the University.

Students are responsible for familiarizing themselves with and adhering to the regulations concerning academic integrity. General information on academic integrity is available at Integrity@Queen's University, along with Faculty or School specific information. Departures from academic integrity include, but are not limited to, plagiarism, use of unauthorized materials, facilitation, forgery and falsification. Actions which contravene the regulation on academic integrity carry sanctions that can range from a warning, to loss of grades on an assignment, to failure of a course, to requirement to withdraw from the university.

Specifically, for BMED 384 Integrative Laboratory Studies, students must express themselves in their own words, and cite sources when they use outside information. Verbatim copying of the module text or textbook is considered plagiarism and is a breach of academic integrity. Further, lying and misrepresentation are dishonest and violate the core values of academic integrity.

All components of this course will receive numerical percentage marks. The final grade received for the course will be derived by converting the student’s numerical course average to a letter grade according to Queen’s Official Grade Conversion Scale.