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.  Students will participate in a variety of laboratories from multiple disciplines, including physiology, pharmacology, anatomy, microbiology, and biochemistry.  Students will learn and perform 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, students will be able to:

  1. Apply qualitative and quantitative research methodologies to characterize biochemical and subcellular mechanisms that underlie tissue function.
  2. Apply qualitative and quantitative research methodologies to identify and explain the integration between structure and function of tissues and organs.
  3. Apply qualitative and quantitative research methodologies to predict and test the potential benefits and adverse effects of chemicals and drugs on the body (from tissue to whole body).
  4. Apply qualitative and quantitative research methodologies to present, discuss, and defend the role of the microbiome in health and disease.

 

  1. Scholar
  2. Professional
  3. Collaborator

All assessments will be graded using marking rubrics.

Assessment 1 – Cardiorespiratory Sciences Laboratory: Poster Presentation (20%)

In this laboratory session, students will learn the principles of digital data acquisition and have the opportunity to design, conduct, interpret and present experiments that examine factors influencing heart rate. Students will be familiarized with measurements of heart rate variability and working in small groups will be responsible for developing and testing hypotheses to study the effects of a TA approved intervention of their choice on heart rate or heart rate variability. At the end of the lab students will prepare a poster presentation for evaluation by their TA and/or instructor, as well as their peers.

Assessment 2 – Gross Anatomy Laboratory: Bell-Ringer Test (20%)

Students will spend supervised time in the human cadaver laboratory as well as the specimen museum where students will learn and be able to visualize different structures within the body, how they relate to other structures, and their functions.  Following laboratory periods, students will be given timed “bell-ringer” tests, in which stations will be set up, and short questions will be asked at each station pertaining to a particular body structure.  Students will be asked to identify the structure, as well as answer a related question about that structure (e.g. innervation, function).  Students will have 90 seconds at each station, before proceeding to the next station.

Assessment 3 – Microbiology Laboratory: Group Oral Presentation (20%)

In pairs, students will engage in a hands-on microbiology laboratory. Students will collect samples and determine diversity of the human oral or skin microbiome.  Students will present their findings in group presentations to the rest of the class, discussing and defending the role of the microbiome in health and disease.

Assessment 4 – Biochemistry/Molecular Biology Laboratory: Written Laboratory Report (20%)

In small groups, students will engage in a hands-on biochemistry/molecular biology laboratory.  This will be an integrated lab, in which students will extract DNA and proteins from mammalian tissue, measure gene expression, and detect protein levels of particular genes and proteins associated with control and regulation of the tissue.  Students will be expected to write a laboratory report on their findings, explaining and rationalizing the procedures used, the gene/protein measured, and how this may impact tissue and organismal functioning.

Assessment 5 – Pharmacology/Physiology Laboratory: Roundtable Discussion/Debate (20%)

In small groups, students will engage in a pharmacology/physiology laboratory, in which groups will be expected to determine the identity of an “unknown” drug in gastrointestinal tissue by comparing the drug response of the “unknown” drug to responses of known drugs.  Following the laboratory, students will participate in a roundtable discussion/debate, prompted by the instructor and/or TAs, in which students will be required to explain the mechanistic basis of the collected/presented responses and rationalize their choice for the identity of the drug that they determined their “unknown” drug to be.

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.

 

Approximately 40 hours/week in the lab, 10 hours/week preparing for labs, 10 hours/week in the two weeks following lab period for completing Final Laboratory Report (120 total learning hours).

Required Texts

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

Dr. Michael Adams

Meet Dr. Michael Adams