Integrated Project I

Sustainable Development Goals (SDG)

• 1. No poverty
• 2. Zero hunger
• 3. Good health and well-being
• 5. Gender equality
• 6. Clean water and sanitation
• 7. Affordable and clean energy
• 11. Sustainable cities and communities
• 16. Peace, justice and strong institutions

Objectives

This subject is the first in the Integrated Project (I-VI) series on the undergraduate programme in Biomedicine. These subjects end each semester from the first to the third year. The common objective of this series is to work at a practical level on the knowledge that students have acquired in other subjects during the semester, while facilitating the acquisition of skills related to biomedical research.

In Integrated Project I students improve scientific communication skills in English, both oral and written, and develop data analysis and experimental design skills through a combined PBL (problem-based learning) - SDG (Sustainable Development Goals) methodology. The course is based on a project called Health Horizons: PBL for sustainable health and well-being with the following objectives:

• Put into practice knowledge acquired during the first semester.
• Analyse statistical data.
• Learn research skills through PBL methodology in English.
• Apply the key competences for sustainability to ensure sustainable project development.
• Analyse and reflect on the relationship between science and technology, gender, culture and society.

Learning outcomes

• RA1. Confidently use verb forms, questions, articles and quantifiers, conditionals and prepositions in English.
• RA2. Demonstrate comprehension of spoken and written scientific English.
• RA3. Use specialised sources of information on science and technology in English.
• RA4. Recognise and apply the main guidelines for structuring presentations, projects and publications in scientific communication.
• RA5. Manage databases and apply advanced statistics to analyse data.
• RA6. Resolve problems and situations relevant to professional practice in an innovative and entrepreneurial manner.
• RA7. Critically reflect on processes related to professional practice.
• RA8. Use appropriate spoken language (verbal and non-verbal) to communicate in personal and professional situations in Catalan, Spanish and English.
• RA9. Apply strategies to promote gender equality and justice in the workplace.
• RA10. Prepare reports and written documents (mainly of a technical nature) with correct spelling and grammar in Catalan, Spanish and English.

Competencies

General skills

• Show a positive attitude to innovating, creating value and integrating scientific knowledge and improving one's own training.

Specific skills

• Analyse biomedical data and biological sequences through the use of statistics and computation.
• Be able to critically interpret the results and conclusions of scientific studies.
• Formulate hypotheses and design experiments in the field of biomedical research.
• Have technical skill in a research laboratory for working on cell and tissue samples, and with experimental animals.
• Recognise the applicability of genetic engineering methods and omics technology in preclinical and clinical research.

Basic skills

• Students can apply their knowledge to their work or vocation in a professional manner and have competencies typically demonstrated through drafting and defending arguments and solving problems in their field of study.
• Students can communicate information, ideas, problems and solutions to both specialists and non-specialists.
• Students have developed the learning skills necessary to undertake further studies with a high degree of independent learning.

Core skills

• Develop strategies for promoting gender equality and equity for all.
• Exercise active citizenship and individual responsibility with a commitment to democratic values and sustainable development.
• Reflect critically on knowledge of all kinds, with a commitment to professional rigour and quality.

Content

Integrated Project I is based on the project Health Horizons: PBL for sustainable health and well-being, which integrates SDGs (SDG3 in particular) and includes the following content:

Data analysis

1. Study design in biomedical research
2. Data files
3. Data types and scales of measurement
4. Graphical representations
5. Tables
6. Measures of the middle (central tendency)
7. Measures of the spread (variability)
8. Measures for nominal data:
   • Proportions and percentages
   • Ratios and rates
9. Measures of change over time
10. Measures of the relationship between two characteristics:
    • Correlation coefficients
    • Relative risk (risk ratio, odds ratio)

English

1. Introductions, meetings and discussion strategies
2. Global health terminology
3. Scientific article structure
4. Scientific article language
5. Numbers and figures: Describing data
6. Scientific article drafting
7. Presentation skills I
8. Presentation skills II

Moreover, this subject includes to think on the social, cultural, economic and/or gender diversity in the field of biomedical science.

Evaluation

Students will be assessed in the following way:

1. Short answer tests: 30% (individual assessment); RA1, RA2, RA5, RA6
2. Graph interpretation essay: 10% (individual assessment); RA2, RA3, RA10
3. Scientific presentation: 25% (group, individual and peer assessment); RA3, RA4, RA8
4. Scientific article: 25% (group & peer assessment); RA1, RA2, RA3, RA5, RA10
5. Active participation: 10% (individual and peer assessment); RA6, RA7, RA8, RA9

Activity 1 is assessed quantitatively whereas Activities 2 to 5 are evaluated with specific rubrics provided at the beginning of the course. Students are expected to take part in regular self and peer assessment during the course and attend 80% of the classes.

The minimum pass mark for each of the activities 1, 2, 3 and 4 is a 4.0. The final course mark (average) must be 5.0 or greater to pass the course. Students who obtain less than 5.0 in their final course mark, having completed the course and assessment as outlined above, can retake during the reassessment period. Students who do not attend assessed activities or do not submit assignments cannot retake. The maximum mark in the second sitting is a 5.0.

Work that is plagiarised will not be accepted for assessment and reassessment will not be permitted.

Methodology

The course is based on Problem-based Learning (PBL) methodology and competences for sustainable development: a combined PBL x SDG approach. Students are given problem scenarios related to SDG3 (Good Health and Well-Being). They then work in groups and identify a problem to study among these scenarios. In line with the PBL x SDG approach, they define their own specific objectives, search for information, select relevant data, organise and analyse data and present findings orally and in writing. During this process they apply individual sustainable competences such as critical thinking, collaboration and problem solving in order to reach a sustainable solution for the problem identified.

As seen from the course content the course covers two strands: Data Analysis and English Skills. These will be taught on alternate days of the week. Each day is divided into 2 hours of class, 2 hours of self-study, and a final tutorial hour. After the initial 2-hour class with the course instructors, students continue with a 2-hour self-study period accompanied by a teaching assistant who monitors progress and end with a final 1-hour tutorial hour with course instructors where they consolidate the day's work.

Bibliography

Bibliography

• Daniel Torres-Valladares, Elvira Ballinas-García, Jessica Villarreal-Reyes, Valeria Morales-Álvarez, Carlos Ortiz-del-Ánge (2022). Research papers 101: The do’s and don'ts of scientific writing. Retrieved from https://www-sciencedirect-com.biblioremot.uvic.cat/science/article/pii/S2214785320404262?via%3Dihub
• Hewings, Martin (2013). Advanced grammar in use with answers: A self-study reference and practice book for advanced learners of English (3 ed.). Cambridge University Press.
• World Health Organization (2023). Monitoring health for the SDGs. Retrieved from https://www.who.int/data/gho/data/themes/sustainable-development-goals

Reading

Teachers will provide complementary bibliography and compulsory reading throughout the course via the Virtual Campus.