Queen's University
BMED 384 Integrative Laboratory Studies

Course Offering TBD

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, 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 laboratory reports, anatomy bell-ringers, presenting their results in posters, debates and in oral presentations.

Minimum 3rd year (Level 3) standing and ANAT 100/3.0, PHGY 210/6.0, MICR 271/3.0 or MICR 270/3.0, PHAR 270/3.0, BCHM 218/3.0 or BCHM 270/3.0 or permission of the instructor.

For non-BHSc students

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. Advocate
  2. Leader
  3. Scholar
  4. Professional
  5. 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.

Pre-Laboratory Modules/Readiness Assessment Tests (RATs)

Prior to starting each of the five laboratories, students will have to proceed through online (onQ) modules, followed by a RAT to ensure that each student is prepared for the impending laboratory.

60 hours per week (120 hours for the course).

Required Texts

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

Dr. Michael Adams

Meet Dr. Michael Adams