LBIOL62125A Critical Thinking and Ethics Course Descriptor

Course Overview

The course examines the principles, theories and practices that underpin the application of critical thinking within bioscience contexts. Scientists apply critical thinking skills in every aspect of their work from experimental protocols to advanced statistical hypothesis testing and the evaluation of experiments. They employ a range of tools and methodologies such as Root Cause to efficiently and effectively identify problems and address them. Critical thinking is also vital to the rigorous and accurate use of established statistical models and the logical evaluation of results. Probability distributions, significance testing, confidence limits, regression & correlation and hypothesis testing to evaluate results are explored in the course.

Learning Outcomes

On successful completion of the course, learners will be able to:

Knowledge and Understanding

Subject Specific Skills

Transferable and Professional Skills

Teaching and Learning

This is an e-learning course, taught throughout the year.

This course can be offered as a standalone short course.

Teaching and learning strategies for this course will include:

• Online learning
• Online discussion groups
• Online assessment

Course information and supplementary materials will be available on the University’s Virtual Learning Environment (VLE).

Learners are required to attend and participate in all the formal and timetabled sessions for this course. Learners are also expected to manage their self-directed learning and independent study in support of the course.

The course learning and teaching hours will be structured as follows:

• Off-the-job learning and teaching (6 days x 7 hours) = 42 hours
• On-the-job learning (12 days x 7 hours) = 84 hours (e.g. 2 days per week for 6 weeks)
• Private study (4 hours per week) = 24 hours

Total = 150 hours

Workplace assignments (see below) will be completed as part of on-the-job learning.

Assessment

Formative

Learners will be formatively assessed during the course by means of set assignments. These will not count towards the final degree but will provide learners with developmental feedback. 

Summative

Feedback

Learners will receive formal feedback in a variety of ways: written (via email or VLE correspondence) and indirectly through online discussion groups. Learners will also attend a formal meeting with their Success Manager (and for apprentices, including their Line Manager). These bi or tri-partite reviews will monitor and evaluate the learner’s progress. 

Feedback is provided on summatively assessed assignments and through generic internal examiners’ reports, both of which are posted on the VLE.

Indicative Reading

Note: Comprehensive and current reading lists for courses are produced annually in the Course Syllabus or other documentation provided to learners; the indicative reading list provided below is used as part of the approval/modification process only.

Books 

• Jenkins, S. (2015). Tools for Critical Thinking in Biology. Oxford: Oxford University Press
• Talbot, M. (2018). Bioethics: An Introduction (8th ed.) Cambridge: Cambridge University Press.
• Lewens, T. (2015). The Biological Foundations of Bioethics. Oxford: Oxford University Press
• Ammerman, M. (1998). The Root Cause Analysis Handbook. CRC Press; Taylor and Francis

Journals

Learners are encouraged to read material from relevant journals on critical thinking and ethics as directed by their course leader.

Electronic Resources

Learners are encouraged to consult relevant websites.

Indicative Topics

• Critical thinking
• Advanced statistical tools and methodologies
• Advanced hypothesis and experiment testing methodologies and tools

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