Moving laboratory work into the cognitive domain

Scott, Maeve (2011) Moving laboratory work into the cognitive domain. [Conference Proceedings]

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NAIRTL 4th Annual Conference (Cork) 2010 Flexible Learning Conference Proceedings_sm.pdf

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Abstract

Third level science students are normally provided with laboratory manuals which include test procedures and criteria to support the practical element of the modules. The student then performs the laboratory work and compiles a report which is submitted and assessed. This conventional approach to teaching and assessment of practical work is focussed on lower level thinking skills.The level 8 B.Sc. in Pharmaceutical Science in the Institute of Technology, Tallaght is designed to meet the specific needs of the pharmaceutical industry. Industry requires science graduates who can interpret, apply and evaluate scientific and regulatory resources. Systems Validation is a module taught at year 4 of this course to provide graduates with the skills and knowledge for working in validation and related departments. The teaching and assessment strategy of the practical element of this module was designed to address the needs of industry and maximise learning in the cognitive domain. Interpretation of legal and scientific information and generation of validation protocols are important learning outcomes for science graduates. Over the semester, the student is given three systems to validate, is directed to research test methods and criteria from resources commonly used in the pharmaceutical industry. The student must then apply this information to the specific topics and generate validation protocols. The student performs the testing, records and compares results to criteria which would be applied if the testing was performed in a GMP regulated facility. The lecturer meets the student and provides guidance in the class room, library and laboratory.This workshop summarises the teaching and assessment approach for the systems validation practical module, the findings and conclusions.

Item Type: Conference Proceedings
Depositing User: National Forum
Date Deposited: 06 Dec 2015 18:19
Last Modified: 09 Dec 2015 09:08
URI: http://eprints.teachingandlearning.ie/id/eprint/3674

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