Human Biology is the integrated study of human anatomy and physiology, including the study of the body in health and disease. It covers a wide range of topics, ranging from genetics, microbiology and immunology to the core disciplines of anatomy, microanatomy and physiology.
The degree is designed to allow a greater degree of flexibility in the choice of modules, in comparison to the closely related degree in Biomedical Sciences.
Specialist subject areas which can be studied in detail include Pharmacology and Therapeutics, Cardiovascular Pathology and Treatment, Topographical Anatomy, Exercise and Sports Science in Medicine, Embryology and Developmental Biology, Public Health Science and Neuroscience. Within these subject areas we provide a wide and innovative range of learning experiences, such as the use of ultrasound imaging in cardiovascular physiology and exposure to cadaveric prosection.
Human Biology at Queen's is ranked 3rd in the UK for Academic Support (NSS, 2023)
Human Biology highlights
Global Opportunities
The School has established links with the University of Nevada in Reno, USA. Students are given the opportunity to work in the research laboratories for a year between second and final year.
World Class Facilities
Our Centre's teaching facilities have benefited from significant investment in recent years. This includes two modern anatomy teaching units, state-of-the-art physiology teaching spaces, and a newly refurbished biomedical laboratory.
The final year research project affords students the opportunity to work with eminent researchers within the School's research laboratories. This experience provides student with valuable exposure to a diverse array of research topics, thereby enhancing their employability prospects.
Further Study Opportunities
Students can apply for a wide range of Master's programs (taught or research) as well as a comprehensive list of research (PhD) topics, as shown in the Queen's School of Medicine, Dentistry and Biomedical Sciences website https//www.qub.ac.uk/schools/mdbs/Study/
Student Experience
The School continues to score highly in the National Student Survey for student experience. Satisfaction scores for "Learning Resources", "academic support" and "Assessment and Feedback" were ranked within the top 5 in the UK in 2023.
Students are free to transition between the BSc Human Biology and BSc Biomedical Science programs until the commencement of the second academic year. This flexibility allows students to align with the pathway that best reflects their individual interests and aspirations.
Internationally Renowned Experts
Our academic staff combine enthusiastic teaching with world-class research in the Biomedical Sciences, including cardiovascular disease, eye disease, diabetes, respiratory disease, and public health. We also have over 60 principal investigators specialising in Cancer Research and Cell Biology, Population Sciences research and translational technologies who contribute to teaching and third year research projects.
Student Testimonials
“My degree in Human Biology introduced many different career paths I didn’t know existed before starting my studies. The flexibility to select my own modules during final year as well the wide range of research projects allowed me to personalise the degree to my own interests and provided the foundation for my future career pursuits”.
Callum Mitchell
BSc (Hons) Human Biology Graduate 2020
The Human Biology degree at Queen’s is underpinned by the core disciplines of Anatomy, Microanatomy and Physiology (the study of human body function). In addition, it provides a solid foundation in Mammalian Biochemistry, Genetics, Molecular Biology, and Microbiology.
Stage 1
Students must take the following compulsory modules:
• Human Structure & Function (integrated anatomy and physiology)
• The World of Microorganisms (biology of microbes in food, health and the environment)
• Fundamentals of Microbiology (biology of bacteria, viruses, fungi, algae, protozoa and parasites)
• Genetics and Molecular Tool Box (genetics, genomics, and associated molecular tools)
• Molecular Basis of Life for Medicinal Chemists (nature of biomolecules with emphasis on amino acids, proteins, DNA structure and basic experimental techniques)
• Professional Skills for Scientists 1 (develops academic skills to enhance employability prospects.)
Stage 2
Students must take the following compulsory modules:
• Scientific methods and statistics (application of statistics to medical research and the methodology of how to undertake scientific research)
• Physiological Sciences (advanced cardiovascular, respiratory, neuromuscular and renal function)
• Anatomical Sciences (advanced aspects of gross anatomy)
• Professional Skills for Scientists 2 (develops further key academic, practical and generic skills)
And a choice of one from:
• Human Evolution (comparative anatomy between modern humans and our closest living relatives)
• Molecular Cell Biology (molecular basis of cell structure and function)
• Human Physiological Measurement (methods to measure physiological changes in major body systems used in clinical and research settings)
• Public Health Sciences (evidence based medicine from studies of populations to improve understanding of health promotion and disease prevention)
These choices are subject to change based on student numbers.
Stage 3
Students must take the following compulsory module:
• Research Project
And a choice of two from:
• Cardiovascular Pathobiology and Treatment (cardiovascular biology and pathology and the evaluation of established and emerging therapies)
• Advanced Neurosciences (detailed brain and nerve anatomy in relation to disease)
• Embryology and Developmental Biology (mechanistic understanding of how the human body develops, including stem cells and epigenetics in development of major organ systems)
• Pharmacology and Therapeutics (pharmacodynamics, pharmacokinetics and toxicology)
• Exercise, Sports Science and Medicine (cardiac, vascular, respiratory, metabolic and muscular responses, kinetics, genetic factors, fitness training and health benefits of exercise)
Students on the BSc Human Biology programme are taught a variety of methods which help engage students with the learning process.
Adviser of Studies
First point of contact for students with academic or personal issues that they may require guidance and/or support with.
E-Learning technologies
Information associated with lectures and assignments is often communicated via a Virtual Learning Environment (VLE) called Canvas. Lecture materials, videos, quizzes, and more may be embedded in the platform.
Induction
A formalised induction for all undergraduate students. Induction activities allow students to familiarise themselves with the campus, the degree programme, and their fellow classmates.
Lectures
These introduce foundation information about new topics as a starting point for further self-directed private study/reading. As the module progresses this information becomes more complex. Lectures, which are normally delivered in large groups to all year-group peers, also provide opportunities to ask questions and seek clarification on key issues as well as gain feedback and advice on assessments. Additional guest lectures are also delivered by researchers or experts in their fields.
Peer Mentoring
Whereby students in second and third year of their degree programme volunteer to mentor Stage 1 students. This informal interaction helps with transition from School to University.
Practical laboratory
Human Biology has practical classes contributing to most modules, and the hands-on experience is hugely popular with our students. In the first year this includes extensive work in physiology, anatomy, molecular biology and microbiology. Further advanced practical experience is offered in anatomy and physiology in the second and third years for all students in the obligatory modules, and the practical experience will then vary depending on optional modules chosen.
Self-directed study
This is an essential part of life as a Queen’s student when important private reading, engagement with e-learning resources, reflection on feedback to date and assignment research and preparation work is carried out. Through this students become independent learners.
Seminars/tutorials
In these sessions, the class is split into small groups (typically 4-5 students). These sessions are designed to explore, in more depth, the information that has been presented in the lectures. This provides students with the opportunity to engage closely with academic staff who have specialist knowledge of the topic, to ask questions of them and to assess their own progress and understanding with the support of their peers.
Summer Studentships
Competitively available to students (usually 4-8 weeks) about to move into second or third year, these studentships provide additional hands on laboratory experience in one of our research laboratories over the summer break, and are useful for general laboratory experience as well as for skills to be employed in 3rd year projects.
Third Year Supervised Projects
Based on choices made from the list of projects available each year, students are assigned their third-year project, usually carried out as a valued member of a research group in one of our research centres within the faculty, over the course of two semesters. This will often involve designing and conducting experiments, and presenting and analysing data. In addition to the submitted write-up, our students regularly get the opportunity to present their results at scientific meetings or are included as part of a publication.
Assessment
Details of assessments associated with this course are outlined below:
Assessment will vary according to the learning outcomes of each module. Some modules are assessed solely through project work or written assignments. Others are assessed through a combination of coursework and end of semester examinations. Students are assigned an Advisor of Studies who can advise on personal and academic matters.
Feedback
As you progress through your course you will receive general and specific feedback about your work from a variety of sources including lecturers, module co-ordinators, personal tutors, advisors of study and your peers.
As a university student, you will be expected to reflect on feedback and take the initiative in continuously improving the quality of your work.
• Feedback provided via formal written comments and marks relating to work that you, as an individual or as part of a group, have submitted.
• Face-to-face comment. This may include occasions when you talk to your lecturers to address a specific query.
• On-line or e-mailed comment.
• General comments or question and answer opportunities at the end of a lecture, seminar or tutorial.
• Pre-submission advice regarding the standards you should aim for and common pitfalls to avoid. In some instances, this may be provided in the form of model answers or exemplars which you can review in your own time.
• Feedback and outcomes from practical classes.
• Comment and guidance provided by staff from specialist support services such as, Careers, Employability and Skills or the Learning Development Service.
• Once you have reviewed your feedback, you are encouraged to identify and implement further improvements to the quality of your work.
The information below is intended as an example only, featuring module details for the current year of study (2024/25). Modules are reviewed on an annual basis and may be subject to future changes – revised details will be published through Programme Specifications ahead of each academic year.
The Molecular Basis of Life (BIO1103) is a 20 CAT module that provides a comprehensive introduction to the molecular basis of life from the molecular level through to cells, tissues, and whole organisms. This module broadly covers biochemistry, molecular biology, and energy metabolism in the context of life of earth. The course begins with an introduction to the chemical context of life (elements, compounds, molecules, atoms, bonding and thermodynamics) and biomolecules (amino acids, proteins, nucleic acids, carbohydrates, lipids), to include the molecular and biochemical processes which underpin life on earth (DNA replication, RNA transcription and translation, genetic code and mutation, protein biochemistry, enzyme kinetics, glucose metabolism, metabolism control, and photosynthesis). Students are introduced to basic cell structure and communication to facilitate exploration of life at all levels and in different environmental conditions and allow understanding of the evolutionary scales of biological systems. Students receive practical teaching in key laboratory skills, DNA extraction, amino acid titration, enzyme kinetics, and photosynthesis. Students will be trained in basic laboratory mathematics including molar calculations and key mathematical concepts/theories. Students will also receive teaching in laboratory Health and Safety regulations and will be instructed in Good Laboratory Practice.
Learning Outcomes
On successful completion of this module students will be able to:
LO1: Demonstrate knowledge and understanding of the chemistry of life and its application to biological sciences.
LO2: Demonstrate a knowledge and understanding of biodiversity and organismal biology in the context of biochemical processes that govern life on earth.
LO3: Describe and explain the structures, roles and activities of the major biological molecules, sub-cellular components and cell types.
LO4: Develop problem solving skills and the ability to analyse data.
LO5: Develop written communication skills including report writing.
LO6: Develop an understanding of Good Laboratory Practice (GLP), health and safety in the laboratory and ethical practice.
LO7: Demonstrate competence in specific laboratory practical and manipulative skills.
LO8: Demonstrate the ability to work as part of a team and reflect on their role in the team.
Skills
Development of laboratory skills related to molecular biology, biochemistry and energy metabolism as evidenced through practical skills portfolio; report writing; critical and logical analysis of data, peer and self-assessment
Genetics and the Molecular Toolbox is a Stage 1 20 CAT module that runs in semester 2. The module provides a comprehensive introduction to the concepts of Genetics from fundamental to applied and builds on the knowledge gained through BIO1103 Molecular Basis of Life. Students will develop broad knowledge of genetics, genomics, and associated molecular tools and technologies. The course begins with an introduction classical genetics (chromosome structure, cytogenetics, diploid inheritance, allelic and epistatic interactions, aneuploidy, polyploidy, cytoplasmic inheritance) and population genetics to understand the importance of natural selection and evolutionary processes. This will be followed by the introduction to modern genetics tools and molecular techniques through a series of Toolbox sessions. Focus will be on ‘omics technologies including bioinformatics, and practical methods in molecular and cellular biology including genetic engineering tools and biochemistry techniques. The applications of genetic engineering, biotechnology, and tools/assays will be explored in the form of case studies. Students will also gain an understanding of the genetic/molecular basis of disease.
Learning Outcomes
On successful completion of this module students will be able to:
LO1: Demonstrate knowledge and understanding of the molecular basis of genetics (classical, population and evolutionary)
LO2: Demonstrate understanding of bioinformatics and how to use software to interrogate datasets
LO3: Describe recent advances in genetic, molecular, and biochemical tools including genetic manipulation and ‘omics’ technologies
LO4: Discuss the applications of genetics and genetic tools to biotechnology, medicine and scientific research
LO5: Develop problem solving skills and the ability to analyse data.
LO6: Demonstrate Good Laboratory Practice (GLP), and appropriate health and safety in the laboratory and ethical practices.
LO7: Demonstrate competence in specific laboratory practical and manipulative skills
LO8: Develop an awareness of steps required to translate basic scientific research into commercial and/ or practical applications
Skills
Development of laboratory skills related to genetics and its applications as evidenced through Practical Skills Portfolio; Report writing; Critical and logical analysis of data; Computational analyses of genome/transcriptome data
The World of Microorganisms (BIO1301) is a 20 CAT module that is underpinned by the semester 1 module ‘Fundamentals of Microbiology’. In this module students will explore: microbial interactions examining their role in food, health and the environment; study aspects of microbial pathogenicity in humans and animals and their impact on the immune system; and learn about some aspects of microbial biotechnology. Case studies will be used to relate learning to real-world context.
Learning Outcomes
On successful completion of this module students will be able to:
LO1: Describe and explain how microorganisms relate to production and use of food
LO2: Discuss aspects of biogeochemistry including marine microbiology’s role in maintaining a healthy Earth
LO3: Discuss microbial adaptations to extreme environments
LO4: Demonstrate the biotechnological potential of microorganisms for the benefit of humankind.
LO5: Discuss how microorganisms may contribute to the manifestation of disease and how this can be prevented
LO6: Demonstrate competence in microbiology specific laboratory practical and manipulative skills.
LO7: Demonstrate Good Laboratory Practice (GLP), and appropriate health and safety in the laboratory and ethical practices.
LO8: Develop problem solving skills and the ability to analyse data.
LO9: Demonstrate the ability to work as part of a team.
Skills
By the end of the module, students should have developed competence in practical laboratory skills related to microbiology, as well as reading, numerical, and scientific problem-solving skills. In addition to effective assimilation of knowledge they will gain experience of word processing, numerical procedures, interpretation of data, team working and problem solving.
Fundamentals of Microbiology provides a practical and theoretical introduction to the biology of microorganisms that are unicellular, multicellular or acellular (without cells). This includes microbes like bacteria, viruses, fungi, algae, protozoa and parasites. Students will explore the history of microbiology and gain an appreciation that diversity of life on earth is the result of evolution. Topics covered include: microbial taxonomy; microscopy; morphology and function of prokaryotic cells; bacterial growth and nutrition; and bacterial genetics. Students will also be introduced to mycology, virology and parasitology.
Learning Outcomes
On successful completion of this module students will be able to:
LO1: Describe and explain the basic structure and function of important examples of bacteria, archaea, viruses, fungi, together with protozoan and metazoan parasites.
LO2: Demonstrate an understanding organismal biology including the diversity of life and its evolution.
LO3: Demonstrate knowledge of microscopy and specimen preparation.
LO4: Demonstrate an understanding of microbial genetics, growth and nutritional requirements
LO4: Develop an understanding of Good Laboratory Practice (GLP), health and safety in the laboratory and ethical practice.
LO6: Develop problem solving skills and the ability to analyse data.
LO7: Develop communication skills including essay writing.
LO8: Demonstrate competence in microbiology specific laboratory practical and manipulative skills.
Skills
By the end of the module, students should have developed competence in practical laboratory skills related to microbiology, as well as reading, numerical, and scientific problem-solving skills. In addition to effective assimilation of knowledge they will gain experience of word processing, numerical procedures, presentation and interpretation of data, team working, problem solving and written communication skills.
An introduction to the structure and function of cells, tissues and systems of the human body. Basic anatomical and physiological terminology. The microanatomy of the cell and the structure, function and classification of the basic tissues of the body including epithelium, connective, muscle and nerve; the structure and function of skin, blood, eye and ear; the structure and function of the organs and components of the major body systems including the cardiovascular, respiratory, urinary, endocrine, immune, alimentary and reproductive systems. The study of anatomy is augmented and supported by a range of practical classes where there are opportunities to examine prosected human cadaveric specimens, preserved potted human specimens and microscopic anatomy via virtual slides. Physiology practical classes encourage students to collect data about the functioning of their own bodies in various situations, learning to analyse and interpret that data and thereby providing further explanation behind many of the principles explained in theory and tutorial classes.
Learning Outcomes
On completion of the Human Structure and Function module the successful student should be able to:
1. Describe the structure and function of the subcellular components of a typical cell, including that of the cell membrane.
2. Use anatomical and physiological terminology correctly and in a professional context.
3. Describe the structure and function of the basic tissues of the body including epithelium, connective, muscle and nerve and outline how organs are comprised of different proportions of these tissues.
4. Describe the structure and function of the following systems;
Cardiovascular
Respiratory
Lymphoreticular
Nervous
Endocrine
Renal
Alimentary
Reproductive
5. Describe how structure and function show close integration in the eye and the ear.
6. Describe the structure of skin.
7. Describe the structure of the formed elements of blood and give an account of its physiological parameters. Give an overview of the process of haemopoiesis.
8. Demonstrate basic knowledge of early embryogenesis
9. Using physiology data generate hypotheses and analyse data to reach an evidence based conclusion
10. Demonstrate appropriate laboratory health and safety procedures
11. Demonstrate strong observational skills with regards histological identification and the selection of relevant physiological data
12. Evaluate and interpret scientific data appropriately
13. Demonstrate an ability to explain scientific concepts in a concise and coherent manner
Skills
Observation and interpretation of anatomical and histological specimens. Competence in the use of laboratory instruments, ensuring accuracy and reliability. Interpersonal communication and team work. Collection, analysis and interpretation of experimental data. Demonstrate an ability to complete tasks and meet deadlines within set timeframes. Demonstrate the ability to work as a cohesive team in order to achieve set goals. Document and present data appropriately and in a variety of forms
This module aims to;
1. Develop key academic and practical skills to enhance a student’s prowess as a life scientist.
2. Promote the development and use of generic skills to enhance a student’s general employability prospects.
The module will build these skills through 4 cycles of activities:
Cycle 1: Academic and Scientific Integrity
Students will have opportunities to consider breaches of scientific and academic integrity such as plagiarism, fabrication, misconduct, scientific fraud and cheating.
Cycle 2: Scientific Writing and Digital Skills
Students will have opportunities to reflect on the characteristics of good scientific writing (clarity, simplicity, structure, impartiality, accuracy and objectivity) with an introduction to the forms of writing that are common amongst scientists including for example reports, research papers, dissertations and essays. The practical aspects of writing; using tools such as Pubmed, literature searching, referencing tools, structure, formatting etc will be reinforced.
Students will also self-appraise their digital skills literacy, will discuss the need for digital skills literacy and the types of digital skills needed in the life sciences and they will have opportunities to demonstrate their acquisition of these skills.
Cycle 3: Equality, Diversity & Inclusion
To provide students with the skills necessary to understand more about their responsibilities for promoting equality, tackling all forms of discrimination and fostering good relationships between diverse groups of people both in university and in the workplace. This will include topics such as equality legislation, attitudes, respecting others, challenging inappropriate behaviour etc.
Cycle 4: Planning for your future
This cycle will introduce the conventions of CV writing, job applications and maintaining a professional social media presence.
Students will develop a portfolio of evidence that demonstrates their acquisition of skills, competence and experiences, through self-reflection and self-evaluation.
Learning Outcomes
Upon completion of this module the successful student will be able to;
• Define integrity within a scientific context and give examples when it may be breached and discuss the potential consequences.
• Communicate ideas effectively in writing.
• Actively participate in discussions and apply oral communication skills.
• Search databases and online resources for information and use a conventional referencing system to build a bibliography.
• Demonstrate proficiency in digital skills.
• Define equality, diversity and inclusion, and outline the legislation that governs these principles.
• Examine and challenge personally held beliefs around equality, diversity and Inclusion.
• Complete a job application form/CV and understand the need to tailor these to specific job specifications or further study entry criteria.
• Create and maintain an appropriate social media presence.
• Discuss the need for self-reflection, and how this contributes to personal and professional development.
• Evaluate one’s own performance and working standards.
• Actively participate in groups but be capable of independent work.
• Manage time effectively.
Skills
1. Use of information technology
2. Self-reflection and self-appraisal
3. Goal setting and future planning
4. Time management and prioritisation of tasks
5. Oral and written communication
Attitude:
1. Assume responsibility for own learning and working standards
2. Develop an inquisitive and critical attitude to the material taught and the willingness to communicate ideas
This module will build upon the experiences and activities that students have undertaken in Skills for Scientists 1.
This module aims to:
1. Develop in students the essential skills that they will require to be competent life scientists.
2. Enhance the employability prospects of students.
Cycle 1: Planning for your future 2 (continued from SFS 1)
This cycle will build upon Skills for Scientists 1 activities now focusing more on labour market opportunities for science graduates, recruitment & selection criteria, writing a tailored CV and preparing for interviews.
Cycle 2 Outreach and Public Engagement
Students will explore the need to promote public awareness and understanding of science, stimulate interest in science, promote science education and its benefits, and encourage better understanding of the application of science in our everyday lives.
This cycle will provide experience in science dissemination. Students will participate in a workshop that will demonstrate how science outreach can occur and they will then be asked to engage with some type of community outreach event (Science Festival, Open Days, School Visits, STEM, etc). Self-reflection on their experience will form the basis of facilitated discussions.
Cycle 3: Initiative, Innovation & Creativity
Students will discuss what these mean and why they are important.
We will explore the differences between creativity and artistry, intrapreneurship and entrepreneurship. We will assess our own skills in relation to competence with initiative, innovation and creativity and discuss opportunities to develop these.
Cycle 4: Research
Students will appreciate why we carry out research, what are the components of a research project and what consideration must be taken into account such as ethics, funding sources etc.
Students will work together to produce a research project proposal suitable for submission to the Science Shop or for their final year Honours Project.
The portfolio
Students will continue to build upon the portfolio they started in Skills for Scientists 1.
They will continue to self -reflect and self-appraise, evidence their skills and experiences, and hence improve their employability prospects.
Learning Outcomes
Upon completion of this module students will be able to;
Communicate ideas effectively, both orally and in writing for a specific target audience.
Search databases and online resources for information, understand plagiarism and use a conventional referencing system to build a bibliography.
Develop and enhance oral and written scientific communication skills via participation in tutorial discussions and completion of lay summaries and presentations.
Appraise own skills and abilities. Set well-defined goals, monitor progress, and motivate self.
Define equality, diversity and inclusion, and examine and challenge personal beliefs around this.
Have an appreciation of the legislation around equality, diversity and inclusion.
Understand self as part of larger community. Be accountable for actions and their impact on others.
Manage time, work to deadlines and prioritise workloads.
Actively participate in groups but be capable of independent work.
Evaluate one’s own performance and working standards
Find relevant information and use IT resources effectively.
Interpret and evaluate quantitative terms and approaches used in the scientific literature
Perform and interpret simple descriptive statistics and statistical tests
Understand and apply the process of developing and testing hypotheses;
Design a piece of original project work and write a research proposal.
Recognise the moral and ethical issues of scientific investigations and appreciate the need for ethical standards and professional codes of conduct.
Skills
Problem solving and critical analysis of information
Use of information technology for acquisition of study material from the WWW and remote data bases
Team working
Time management and prioritisation of tasks
Oral and written communication
Self-Reflection and self-appraisal
Attitude:
1. Assume responsibility for own learning and delivery of accurate information to others.
2. Assume responsibility for contribution to team tasks.
3. Develop an inquisitive and critical attitude to the material taught and the willingness to communicate ideas.
This module will focus on cell biology. This will provide students with a substantial understanding of the molecular basis of cell structure and function, including practical experience of handling and observing living mammalian cells. The module content covers fundamental issues such as plasma membrane structure and function, cellular compartmentalisation, mechanisms for protein and membrane-based transport between endomembrane compartments, organelle-specific functions, the cytoskeleton and cell junctions. Cell signalling mechanisms and the processes of information flow between the plasma membrane and the nucleus are covered in some detail and will provide students with the knowledge base to understand intracellular control mechanisms and the bulk of the literature published in current medical research.
Learning Outcomes
By the end of this module the successful student will be able to:
• Describe the mechanisms and morphology of cell proliferation, injury, adaptation, and death
• Describe secretory, endocytic and membrane retrieval pathways and discuss the principles of intercellular and intracellular communication
• Classify the elements of the cytoskeleton and explain their structural and dynamic functions in collaboration with associated motor proteins.
• Discuss the relationship between cells and their extracellular matrix.
• Recognise the importance of post-translational modification in protein function, intracellular cell communication and maintenance of protein integrity.
• Describe the cellular adaptations that make a cell cancerous and discuss tumour tissue organisation and how that relates to diagnostic pathology.
• Discuss oxidative stress in cells and cellular defence strategies.
• Outline the major experimental strategies employed in cell-based research.
Skills
1. Searching scientific and literature databases;
2. Critical reading of original scientific literature;
3. Essay writing;
4. Practical laboratory skills such as: animal cell handling and culture, phase-contrast microscopy, immunofluorescent staining, confocal scanning laser microscopy, gel electrophoresis
5. Demonstrate proficiency in written communication skills.
The module will provide knowledge and understanding in the discipline of physiology, extending the learning from first year courses and applying it to investigating the original scientific origins of physiologic theory and the applications of basic physiology: Subject areas in this course will be cardiac and vascular physiology, including the electrophysiology of the heart, its mechanical and reflex control as well as what happens to these systems when the heart fails. Circulatory physiology will deal with regulation of the circulation and characteristics of the vasculature, with investigations included on circulation to special regions. Lung mechanics will also be studied along with gas transport from lungs to tissues and tissues to lungs. Respiratory failure, its physiologic origins and clinical consequences will also be investigated. Finally a thorough exploration of exercise physiology taking in cardiovascular and respiratory adaptations to exercise, effects of training and anthropomorophic testing will be undertaken. The module will also include an introduction to more advanced means of measuring physiologic function including precise interpretation of the Electrocardiogram, the use of ultrasound in physiologic investigations and gas exchange analysis for exercise testing.
Learning Outcomes
On completion of the module the successful student should be able to:
- Appraise the key theoretic and practical aspects of physiology using original scientific literature and modern measurement techniques
- Understand, describe and assess the normal function of the cardiovascular and respiratory systemsApply basic physiologic knowledge to appraise deviations from normal such as would be recorded in disease states of the cardiovascular and respiratory systems, such as myocardial infarction, cardiac failure, and Type I and Type II respiratory failure
- Describe and perform the specialised physiologic investigations on the cardiovascular and respiratory systems using electrocardiographic, ultrasound and spirometry equipment.
- Assess the function of the cardiac and respiratory systems in exercise using gas exchange analysis equipment, treadmills and electronically braked cycle ergometers.
- Measure the varying anthropomorphic measurements and performance variables of a varied human population, and in so doing appreciate the variability and diversity of the human
- Apply the subject of physiology to the United Nations, Sustainable Development Goals, specifically in the areas of quality education, zero hunger, good health and wellbeing, and gender equality
Skills
- Analysis, interpretation and presentation of numerical data by statistical, graphical, numerical and logical analytical procedures
- Data collection and recording of physiological measurements in humans
- Knowledge of the importance of physiological measurements in disease
- Problem-solving
- Independent use of library facilities for literature review and assessment
- Communication – verbal and written
- Team work
An introduction to the study of gross anatomy starting with the basic terminology relating to anatomical planes, anatomical positions and anatomical directions. Students will study the gross anatomy of the head, thorax, and lower limb, including an overview of the respiratory, cardiovascular, and musculoskeletal systems. Students will learn via osteological specimens and prosected human specimens. The module will also incorporate aspects of modern anatomical research, human development, clinical and industry applications, and medical imaging.
Learning Outcomes
By the end of the module, the successful student should be able to:
1. Demonstrate the use of anatomical terminology relating to position, direction and movement.
2. Identify and describe the features of the bones of the skull, thorax and lower limb.,
3. Identify and describe the major muscle groups related to the skull, thorax and lower limb .
4. Identify the main anatomical features of the head (excluding the brain).
5. Identify and describe the anatomical features of the thoracic wall, the mediastinum and describe the thoracic viscera.
6. Identify and describe the anatomical features of the lower limb.
7. Identify the innervation and vasculature of the anatomical areas listed.
8. Describe selected aspects of anatomy related to clinical correlations, medical imaging, human development, industry applications and research techniques.
Skills
1. Practical skills (good laboratory practice),
2. Communication skills,
3. Observation,
4. Analysis and interpretation skills.
The course 2 strands: the application of statistics to medical research and the methodology and the theory of how to undertake scientific research. This module provides students with an introduction to basic statistical principles/methods and will equip students with a theoretical knowledge of the scientific method and scientific reporting.
Learning Outcomes
On completion of the module the successful student should be able to:
1. Formulate research questions in testable statistical hypotheses
2. Select and apply appropriate statistical methods for summarising data and for testing statistical hypotheses
3. Perform statistical analyses using appropriate software and interpret the output
4. Define the limitations of basic statistical methods
5. Define and explain the different stages of the Scientific Method and the role of inductive and deductive reasoning in its execution
6. Define the major obstacles encountered in study design in the Biomedical Sciences and explain the use of experimental controls in overcoming such problems
7. Design a controlled experiment to test a model hypothesis
8. Describe the uses and limitations of the different types of experimental models in current Biomedical Research (in vitro, ex vivo & in vivo)
9. Define and explain the 3R-Principle in the ethical use of experimental animals
10. Explain the role of non-hypothesis-driven research and the strategic use of gene expression profiling to inform conventional experimental approaches
11. Describe the process of Peer-Review in the scientific community and apply the Scientific Method in the critical review of published research papers
12. Describe the essential elements in writing a research grant and a paper (IMRAD structure) for submission to a scientific journal
13. Define and describe the use of bioinformatics.
14. Perform basic lab practices safely and accurately.
Skills
1. Select and apply appropriate statistical methods for summarising data and for testing statistical hypotheses.
2. Numeracy and Data Handling.
3. To design an experiment
4. To problem-solve and critically analyse information and data
5. Working knowledge of health and safety in the lab.
6. Competency in the basic laboratory practice of dilutions and pipetting
The course has 2 main strands: the application of laboratory methodologies for the study of Health sciences and an introduction to the study of populations in public health sciences. This module provides students with basic principles, methods and research skills, experience in presenting, analysing and interpreting data and will equip students with a theoretical knowledge of how public health sciences shape health planning and research.
Learning Outcomes
On completion of the module the successful student should be able to:
1. Apply bioinformatics for the analysis of biological data.
2. Perform scientific procedures for the investigation of protein expression & tissue analysis.
3. Report and explain findings from scientific procedures and bioinformatics analysis using relevant scientific reporting modalities.
4. Define basic epidemiological concepts including measures of disease frequency, measures of association.
5. Discuss methods of collection and sources of healthcare data including disease registers.
6. Interpret descriptive and analytic epidemiological study findings, randomised trials, and systematic reviews.
7. Describe concepts such as confounding, effect modification and bias.
8. Demonstrate critical assessment and appropriate interpretation of published health evidence from biomedical studies in populations.
Skills
1. Acquisition, condensation and organization of new, diverse and unfamiliar information and terminology from a variety of sources including lectures, textbooks and practical classes.
2. Problem solving and critical analysis of information
3. The development of conceptual thinking and an understanding of the scientific process within the laboratory setting and through the writing of reports.
4. Problem solving and critical analysis of information
5. Use of information technology for acquisition of data.
6. Working independently
7. Develop awareness of time management and prioritisation of tasks
8. Develop a working knowledge of health and safety in the lab.
9. Develop competency in laboratory practices and skills.
10. Assume responsibility for own learning and delivery of accurate information to others
11. Assume responsibility for contribution to team basis
12. Develop an inquisitive and critical attitude and a willingness to communicate ideas.
This course covers the principles of bioinstrumentation and electrophysiological measurement. Specific study topics include revision of normal physiology and common pathologies of major body systems such as cardiovascular, respiratory, neural, muscular and metabolic systems. The module will examine the methods currently used in clinical and research settings to measure physiological changes to these major body systems.
Learning Outcomes
By the end of the module, the successful student should be able to:
1. List and evaluate the health and research reasons for undertaking measurements of human physiology.
2. Describe examples of methods of human physiological measurement across different body systems and in health and disease.
3. Apply evidence-based principles to interpret physiological measurements.
4. Demonstrate how scientific literature can be used to support, refute or explain measurements made of human physiological parameters.
Skills
- Independent use of library facilities for literature review and assessment
- Practical skills of collecting physiological measurements from human subjects
- Analysis, interpretation and presentation of numerical data.
- Team work
The module will provide students with an introduction to the basic principles of pharmacology, and an understanding of how drugs interact with targets in the body to have their clinically useful effects. The concept of pharmacodynamics will be studied extensively with a look at how the physiology of numerous body systems are modified, including the nervous, cardiovascular, respiratory, renal, endocrine and gastrointestinal systems. Students will also be introduced to the concepts of pharmacokinetics and toxicology.
Learning Outcomes
On completion of this module the successful student should be able to:
1. Describe basic concepts in pharmacology, including but not limited to receptor ligand interactions and the difference between agonists and antagonists.
2. Describe how receptors are classified and their associated effector coupling mechanisms.
3. Explain the difference between pharmacodynamics and pharmacokinetics.
4. Demonstrate an understanding of the concept of pharmacodynamics by using examples of a range of drugs affecting the functioning of the nervous, cardiovascular, respiratory, renal, endocrine and gastrointestinal systems.
5. Describe the basic elements of pharmacokinetics, (drug absorption, distribution, metabolism and excretion).
6. Explain what toxicology is and its significance in terms of human health.
7. Demonstrate an understanding of how drugs can be used to further physiological research.
Skills
Students will be able to develop:
1. Skills in data acquisition, analysis and presentation.
2. Basic laboratory skills such as the use of serial dilutions and the calculation of drug concentrations.
3. Interpersonal skills, working in the lab in groups.
4. Their use of excel, including the generation of graphs and the application of appropriate statistics.
This course will allow students to study the functional aspects of synaptic transmission including the role of ion channels, neuroanatomy of the brain, brainstem and spinal cord, motor control of movement and associated neuropathology’s, sensory control and interpretation with a particular focus on vision and pain.
Learning Outcomes
On completion of this module the successful student should be able to:
1. Explain the process of synaptic transmission and the roles and functions of different ion channels.
2. Explain the anatomy and function of the peripheral and autonomic nervous systems
3. Describe the general neuroanatomy of the central nervous system and its fundamental role in the neural basis of CNS function. .
4. Discuss the embryological development of the central nervous system.
5. Understand the functional organisation of the brainstem in relation to how the cranial nerves integrate sensory and motor function.
6. Discuss and analyse how the nervous system processes and interprets sensory information with special reference to touch, proprioception, visual and the pain systems.
7. Explain the cellular effects of analgesic and psychiatric drugs on the nervous system
8. Describe the external and internal anatomy of the spinal cord and relate the relevant structure to their sensory and motor functions.
9. Discuss the role and organisation of the nervous system and its role in movement
10. Describe the blood supply to the brain, discuss the molecular mechanisms underlying neurovascular coupling and recognise its importance as a basis for functional brain imaging.
11. Describe the anatomy of the cerebellum and explain its role of the cerebellum in planning and execution of movement
12. Explain the different components of the basal nuclei and their role in movement, how they interact and function in both health and the neuropathological diseases Parkinson’s and Huntington's disease.
Skills
1. Acquisition, condensation and organization of new, diverse and unfamiliar information and terminology from a variety of sources including lectures and textbooks.
2. The development of conceptual thinking and an understanding of the nervous system
3. Problem solving and critical analysis of information
4. Use of information technology for acquisition of study material.
5. Working independently
6. Team working
7. Time management and prioritisation of tasks
8. Assume responsibility for own learning
9. Develop an inquisitive and critical attitude and a willingness to communicate ideas
This module provides students with the opportunity to undertake a substantial piece of project work that will provide an introduction to scientific research, further develop their capacity for independent, analytical and critical thought and improve their application of technical/transferable skills. Students will interpret and analyse the scientific literature around a specific question of relevance to biomedical or human biology research. They will produce a mini- review that provides a distillation of the science surrounding the scientific field they will be conducting research in. Students will then carry out a laboratory based or data analysis project. At its conclusion they will produce a final report in the form of a dissertation in journal article format and give a presentation to a panel of subject experts.
Learning Outcomes
On completion of the module, the successful student should be able to:
1. Exhibit planning and execution of hypothesis driven research, including acknowledgement of the resources required to undertake a project
2. Demonstrate safe and ethical research practices, where appropriate, being aware of personal health and safety and that of others in a research setting.
3. Evidence of professionalism via diligence, time-management, and punctuality (i.e. with supervisory meetings, progress reports, written submissions etc.).
4. Demonstrate scientific rigor and accuracy by generating and collating clear records in a well-kept laboratory/log notebook.
5. Critically evaluate limitations and significance of scientific findings and be able to draw appropriate conclusions, as evidenced by written submissions and oral presentation.
6. Develop and perform project-related technical skills as appropriate to the project, including IT skills (e.g. word-processing, retrieval of information from databases, data analysis, and statistics).
7. Employ independent and critical thinking skills to problem solve and troubleshoot.
8. Produce scientific writing and presentations which are written in a clear, coherent and accurate manner and which evidence a critical/analytical approach to their work and that of others.
Skills
On completion of this course successful students will have gained or increased competence in:
1. Practical laboratory skills (as appropriate to the project)
2. Data–base interrogation
3. Data management skills
4. Critical analysis of the scientific literature and data obtained in the project
5. Use of bibliographical software
6. Statistical analysis (if necessary in project)
7. Oral & Written communication
8. General IT skills
9. Time management skills
Course contents
This course exploits the knowledge-base of embryology and developmental biology to provide students with concepts and mechanistic understanding of how the human body develops. This module covers the clinically relevant embryology and development of selected organs and organ systems. It will feature:
Reproductive Biology and Early Embryogenesis
• Gamete production and fertility leading to generation of the zygote
• Key stages in embryonic and foetal development, including fertilization, blastula formation, gastrulation, and implantation
• In vitro fertilisation and other assisted reproductive techniques
Fundamental Developmental Biology
• Stem cell biology and how it may be exploited for regenerative medicine.
• Concepts of cell fate determination and pattern formation mediated by a limited repertoire of diffusible and contact-mediated morphogens
• Epigenetic basis of cellular differentiation; regulation of cell and tissue-specific differences attributable to differential gene silencing or enhancement.
Systems Development
• Development of key organ systems such as the cardiovascular, nervous, gastrointestinal, reproductive and musculoskeletal systems
• Formation of key tissues and structures such as the limbs, craniofacial features and vasculature.
• How development can be disrupted with focus on genetic and environmental (teratogen) disruptors
Learning Outcomes
On completion of this module successful students will be able to:
1. Discuss the characteristics of stem cells and their role in development and how these cells may be generated and used for novel therapeutic approaches to regenerative medicine.
2. Describe the molecular regulation of developmental biology; namely epigenetic control of cell fate and the role of HOX genes in body patterning.
3. Demonstrate detailed knowledge of early embryogenesis.
4. Evaluate the critical processes in the development organ and tissue systems within the embryo and provide examples of clinical problems that may arise as a result of abnormal development.
5. Describe and compare the processes by which the male and female reproductive systems produce gametes for fertilisation
6. Summarise genetic and teratogenic causes of embryonic/fetal disorders and evaluate the developmental periods most susceptible to disruption
7. Compare modern clinical applications of embryology with relation to assisted reproductive technology, with understanding of fertility and when these techniques would be appropriate.
Skills
On completion of this module successful students will have developed further the following skills:
• Observation skills
• Management and timekeeping skills
• Oral and written scientific communication skills
• Skills of reasoning and analysis
• Team working skills
• Critical, analytical and creative thinking
• General IT skills
• Online literature searching
This course addresses cardiovascular biology and pathology and the evaluation of established and emerging therapies.
The biology of important mediators and modulators of cardiovascular function will first be explored. The pathobiology and treatment of, dyslipidaemia, systemic hypertension, peripheral vascular disease, thromboembolism, myocardial ischaemia, systolic heart failure and atrial fibrillation will be discussed. The clinical pharmacology of drugs targeting the sympathetic nervous system, renin angiotensin aldosterone system, calcium channel modulators, diuretics, nitrates, statins and fibrates, anti-coagulant and anti-platelet agents will be described and evidence supporting their clinical use evaluated. Vasculogenic and angiogenic mechanisms of vascular development will also be described such as hypoxia inducible factor and VEGF signalling axes. The role of endothelial progenitor cells (EPCs) in promoting vascular repair in adulthood will be discussed. Possible uses of EPCs and induced pluripotent stem cells in therapeutic angiogenesis as a treatment modality following ischaemic disease insults will also be explored.
Learning Outcomes
On completion of the module the successful student will be able to:
1. Describe the biology of cardiovascular mediators.
2. Discuss the pathobiology underpinning cardiovascular diseases including: systemic hypertension; dyslipidaemia; thromboembolism; stable angina and acute coronary syndromes; atrial fibrillation; systolic heart failure.
3. Critically evaluate clinical trials investigating the optimum therapeutic management of such conditions.
4. Describe the mechanism of action, clinical use and adverse effects of the following drug classes: beta blockers; alpha blockers; calcium channel modulators; ACE inhibitors and angiotensin receptor blockers; nitrates; diuretics; anti-coagulants; anti-platelet drugs; lipid-regulating drugs.
5. Apply knowledge of current treatment guidelines and clinical pharmacology of relevant drug classes to decide on appropriate management.
6. Compare the major features of angiogenesis and vasculogenesis in development.
7. Compare hypoxia and inflammation as the major biological drivers of angiogenesis and summarise the signalling mechanisms involved.
8. Discuss oxygen sensing and VEGF signalling at the molecular level and their relationship to the control of angiogenesis in vascular and avascular tissues such as retina and cornea.
9. Discuss the physiological and pathophysiological roles of nitric oxide in the microvasculature.
10. Compare and contrast the 3 major neovascular diseases of the retina.
11. Discuss the sources of endothelial progenitor cells (EPCs) and their roles in vascular development and repair in adulthood.
12. Discuss the biology of induced pluripotent stem cells and their potential for phenotyping and treating disease.
13. Discuss angiogenesis in solid tumours in relation to stages in tumour development and the unique metabolism of cancer cells.
14. Summarise current strategies for anti-angiogenic treatment of cancer and neovascular disease and therapeutic angiogenesis following tissue ischaemia.
Skills
Critical appraisal of published scientific literature and clinical trials; problem-solving and application of treatment guidelines and drug formularies to clinical scenarios; working independently and in groups, oral and written presentation skills.
This module explores the fundamental principles of pharmacodynamics, pharmacokinetics and toxicology. Emphasis is placed on the application of such principles to the steps involved in the development of new drugs, with particular reference to novel therapies for the treatment of selected diseases of the gastrointestinal system, and to evaluation of the efficacy and safety of prescription medicines and herbal remedies. The module addresses drug handling by the human body and the various molecular targets at which chemical mediators and drugs act, examining the principles governing drug disposition and action. Guidelines for prescribing in selected patient subpopulations are discussed including children, elderly, pregnancy, hepatic and renal disease, and the influence of pharmacogenomic variation. The classification of adverse drug reactions and drug interactions is explained, and the management of drug poisoning discussed.
Learning Outcomes
On completion of the module the successful student will be able to:
1) Contrast the diversity of molecular targets with which chemical mediators and drugs interact;
2) Discuss the central role of the receptor as the site of action of many drugs and endogenous chemical mediators;
3) Explain the fundamental differences between the four main classes (superfamilies) of receptor protein in regard to molecular structure and receptor-effector coupling mechanism;
4) Describe signal transduction through G-proteins, ion channels, second messengers and kinases with emphasis on specificity and diversity within cell signalling offering opportunity for selective intervention;
5) Analyse, represent graphically, and interpret drug concentration-response data;
6) Describe the processes involved in the development of a new drug by the pharmaceutical industry from target discovery through to post marketing activities;
7) Describe drug absorption, distribution, metabolism and excretion, graphically represent and interpret pharmacokinetic data;
8) Discuss guidelines for prescribing in special patient populations including children, elderly, pregnant women and those with hepatic or renal impairment;
9) Classify adverse drug reactions and drug interactions, providing relevant examples;
10) Describe strategies for the treatment of poisoning with particular reference to paracetamol overdose;
11) Evaluate current knowledge concerning the mechanisms of action, potential therapeutic applications and possible adverse effects of herbal medicines;
12) Describe the pathophysiology of diseases of the gastrointestinal system and evaluate novel therapeutic approaches to the treatment of diseases such as constipation and diarrhoea, irritable bowel syndrome, inflammatory bowel disease, peptic ulcer, emesis.
Skills
Critical appraisal of published clinical trials; problem-solving and graphical representation of data; working independently and in groups, oral and written presentation skills.
Molecular, cellular, genetic, epigenetic, pathological and societal aspects of exercise in the context of integrated physiological responses.
Learning Outcomes
On completion of the module, students should be able to:
1. observe and interpret physiological measurements in exercise.
2. discuss genetic and epigenetic factors in exercise tolerance
3. understand the cellular mechanisms of heart rate regulation
4. understand the adaptation of cardiac myocytes to habitual exercise
5. comment on the importance of the anaerobic threshold
6. discuss our current understanding of mechanisms underlying vascular control in exercise
7. understand the respiratory responses to exercise
8. recognise the pathology of exercise limitation
9. apply the principles of exercise responses to the diagnosis of disease
10. apply the principles of exercise responses to the promotion of health of the public.
Skills
Retrieval and critical evaluation of relevant published research.
Principles of fundamental medical research measurements.
Analysis and interpretation of quantitative and qualitative data.
Creation of written and oral reports.
Development of thinking in higher cognitive domains.
AB (in any order in Biology/Human Biology and Chemistry) B + GCSE Mathematics grade C/4
OR
A (Biology/Human Biology or Chemistry) AB including a second science subject + GCSE Biology and Chemistry grade C/4 or GCSE Double Award Science grades CC/4,4 + GCSE Mathematics grade C/4.
A maximum of one BTEC/OCR Single Award or AQA Extended Certificate will be accepted as part of an applicant's portfolio of qualifications with a Distinction* being equated to a grade A at A-level and a Distinction being equated to a grade B at A-level.
Irish Leaving Certificate
H2H3H3H3H3 including Higher Level grade H2 and H3 in any order in Biology and Chemistry + if not offered at Higher Level then Ordinary Level grade O4 in Mathematics.
Access Course
Successful completion of Access Course with an average of 80% with no less than 70% in any module normally including two Biology modules (Level 3) and two Chemistry modules (Level 3). GCSE Mathematics grade C/4 or equivalent in Access Course.
International Baccalaureate Diploma
33 points overall including 6,5,5 at Higher Level to include Higher Level grades 6,5 (in any order) in Biology and Chemistry + GCSE Mathematics grade C/4
OR
34 points overall including 6,6,5 at Higher Level to include Higher Level grade 6 in Biology or Chemistry and Higher Level grade 5 in a second Science subject + GCSE Biology and Chemistry grade C/4 or GCSE Double Award Science grades CC/4,4 + GCSE Mathematics grade C/4.
If not offered at Higher Level/GCSE then Standard Level grade 4 in Chemistry, Biology or Mathematics would be accepted.
BTEC Level 3 Extended/National Extended Diploma
QCF Level 3 BTEC Extended Diploma - not accepted
RQF Level 3 BTEC National Extended Diploma in Applied Science (Biomedical Science route only)
1080 Guided Learning Hours (GLH), with overall grade D*DD + GCSE Biology and Chemistry grade C/4 or GCSE Double Award Science grades CC/4,4 + GCSE Mathematics grade C/4.
Applicants must have Distinction grades in four specified units:
Science Investigation Skills
Physiology of Human Body Systems
Biological Molecules & Metabolic Pathways
Biomedical Science
Graduate
A minimum of a 2:2 Honours Degree, provided any subject requirements are also met.
All applicants
Acceptable second Science subjects:
Computer Science, ICT, Environmental Science, Environmental Technology, Geography, Geology, Home Economics, Mathematics, Nutrition & Food Science, Physics, Physical Education, Psychology, Technology & Design. Other subjects considered on an individual basis.
Note
All applicants must have GCSE English Language grade C/4 or an equivalent qualification acceptable to the University.
How we choose our students
In addition, to the entrance requirements above, it is essential that you read our guidance below on 'How we choose our students' prior to submitting your UCAS application.
Applications are dealt with centrally by the Admissions and Access Service rather than by the School of Medicine, Dentistry and Biomedical Sciences. Once your on-line form has been processed by UCAS and forwarded to Queen's, an acknowledgement is normally sent within two weeks of its receipt at the University.
Selection is on the basis of the information provided on your UCAS form. Decisions are made on an ongoing basis and will be notified to you via UCAS. These decisions can only be made on the basis of the information given and applicants must show due care and diligence when completing their applications. In particular, full details must be included about qualifications completed or still to be completed.
For entry last year, applicants offering A-level/BTEC Level 3 qualifications must have had, or been able to achieve, a minimum of five GCSE passes at grade C/4 or better (to include English Language and Mathematics), though this profile may change from year to year depending on the demand for places. The Selector also checks that any specific entry requirements in terms of GCSE and/or A-level subjects can be fulfilled.
For applicants offering Irish Leaving Certificate, please note that performance at Junior Certificate is taken into account. For last year’s entry applicants for this degree must have had, a minimum of 5 IJC grades C/Merit, though this profile may change from year to year depending on the demand for places. The Selector also checks that any specific entry requirements in terms of Leaving Certificate subjects can be satisfied.
Offers are normally made on the basis of three A-levels. Two subjects at A-level plus two at AS would also be considered. The offer for repeat candidates is normally one grade higher than for first time applicants. Grades may be held from the previous year.
Applicants offering two A-levels and one BTEC Subsidiary Diploma/National Extended Certificate (or equivalent qualification) will also be considered. Offers will be made in terms of the overall BTEC grade(s) awarded. Please note that a maximum of one BTEC Subsidiary Diploma/National Extended Certificate (or equivalent) will be counted as part of an applicant’s portfolio of qualifications. The normal GCSE profile will be expected.
A-level General Studies and A-level Critical Thinking would not normally be considered as part of a three A-level offer and, although they may be excluded where an applicant is taking four A-level subjects, the grade achieved could be taken into account if necessary in August/September.
Applicants offering other qualifications, such as relevant BTEC Higher National Certificates (HNC) and BTEC Higher National Diplomas (HND), will also be considered. A relevant HNC/HND is defined as a course with substantial relevant Biology and/or Chemistry content (eg HNC/HND Science (Applied Biology), HNC/HND Applied Biology, HNC/HND Applied Biological Sciences, etc).
Those offering a relevant HNC/HND are considered individually on their own merits for entry to Stage 1. For applicants offering a HNC, the current requirements are successful completion of the HNC with 2 Distinctions and remainder Merits. For those offering a HND, at least half of the units completed in the first year of the HND must be at Merit level. Where offers are made students would be expected to achieve Merits in all units assessed in final year. For those offering a HNC/HND, some flexibility may be allowed in terms of GCSE profile but all normal GCSE subject requirements must be satisfied.
The information provided in the personal statement section and the academic reference together with predicted grades are noted but, in the case of this degree, these are not the final deciding factors in whether or not a conditional offer can be made. However, they may be reconsidered in a tie break situation in August.
Applicants are not normally asked to attend for interview.
If you are made an offer then you may be invited to a Faculty/School Visit Day, which is usually held in the second semester. This will allow you the opportunity to visit the University and to find out more about the degree programme of your choice and the facilities on offer. It also gives you a flavour of the academic and social life at Queen's.
If you cannot find the information you need here, please contact the University Admissions and Access Service (admissions@qub.ac.uk), giving full details of your qualifications and educational background.
International Students
Our country/region pages include information on entry requirements, tuition fees, scholarships, student profiles, upcoming events and contacts for your country/region. Use the dropdown list below for specific information for your country/region.
If you need to improve your English language skills before you enter this degree programme, INTO Queen's University Belfast offers a range of English language courses. These intensive and flexible courses are designed to improve your English ability for admission to this degree.
Academic English: an intensive English language and study skills course for successful university study at degree level
Pre-sessional English: a short intensive academic English course for students starting a degree programme at Queen's University Belfast and who need to improve their English.
International Students - Foundation and International Year One Programmes
INTO Queen's offers a range of academic and English language programmes to help prepare international students for undergraduate study at Queen's University. You will learn from experienced teachers in a dedicated international study centre on campus, and will have full access to the University's world-class facilities.
These programmes are designed for international students who do not meet the required academic and English language requirements for direct entry.
This degree programme is aimed at students seeking a broad-based knowledge of Human Biology with career opportunities in the medical and pharmaceutical industries, teaching, scientific publishing or the scientific Civil Service. In addition, the degree provides access to graduate jobs open to other disciplines due to the many transferable skills gained on the course. Many students go into further study after their degree, completing Master’s and PhDs and a significant proportion of graduates gain entry to a Medical or Dental degree both here and abroad. www.prospects.ac.uk
Employment after the Course
Recent and frequent employment opportunities have been taken by our graduates in Life Science/Pharmaceutical/Biotechnology industries in a wide range of roles, including Laboratory Technician, Scientific Officer, Sales and Marketing, and Clinical Trials Supervision, in leading local, national and international industries, including Randox, Norbrook, Almac and Galen.
Employment Links
Many of our students go on to further study, predominantly within Queen’s or in other universities in the UK or abroad.
Graduates have gone into areas such as Medicine, Dentistry, Computational Biology, and Teaching. Additionally, some students progress to PhDs in various research areas, often in research laboratories in which they completed their 3rd year projects.
Prizes and Awards
A number of professional bodies sponsor prizes on an annual basis for best students in their level, module or category. These include The Physiological Society and The British Pharmacological Society.
Degree Plus/Future Ready Award for extra-curricular skills
In addition to your degree programme, at Queen's you can have the opportunity to gain wider life, academic and employability skills. For example, placements, voluntary work, clubs, societies, sports and lots more. So not only do you graduate with a degree recognised from a world leading university, you'll have practical national and international experience plus a wider exposure to life overall. We call this Degree Plus/Future Ready Award. It's what makes studying at Queen's University Belfast special.
1EU citizens in the EU Settlement Scheme, with settled status, will be charged the NI or GB tuition fee based on where they are ordinarily resident. Students who are ROI nationals resident in GB will be charged the GB fee.
2 EU students who are ROI nationals resident in ROI are eligible for NI tuition fees.
3 EU Other students (excludes Republic of Ireland nationals living in GB, NI or ROI) are charged tuition fees in line with international fees.
The tuition fees quoted above for NI and ROI are the 2024/25 fees and will be updated when the new fees are known. In addition, all tuition fees will be subject to an annual inflationary increase in each year of the course. Fees quoted relate to a single year of study unless explicitly stated otherwise.
Tuition fee rates are calculated based on a student’s tuition fee status and generally increase annually by inflation. How tuition fees are determined is set out in the Student Finance Framework.
Additional course costs
Year 1 students are required to buy a laboratory coat at a cost of £10.
Students undertaking placements are responsible for funding travel, accommodation and subsistence costs. These costs vary depending on the location and duration of the placement. Students may receive payment from their placement provider during their placement year.
All Students
Depending on the programme of study, there may be extra costs which are not covered by tuition fees, which students will need to consider when planning their studies.
Students can borrow books and access online learning resources from any Queen's library. If students wish to purchase recommended texts, rather than borrow them from the University Library, prices per text can range from £30 to £100. Students should also budget between £30 to £75 per year for photocopying, memory sticks and printing charges.
Students undertaking a period of work placement or study abroad, as either a compulsory or optional part of their programme, should be aware that they will have to fund additional travel and living costs.
If a programme includes a major project or dissertation, there may be costs associated with transport, accommodation and/or materials. The amount will depend on the project chosen. There may also be additional costs for printing and binding.
Students may wish to consider purchasing an electronic device; costs will vary depending on the specification of the model chosen.
There are also additional charges for graduation ceremonies, examination resits and library fines.
How do I fund my study?
There are different tuition fee and student financial support arrangements for students from Northern Ireland, those from England, Scotland and Wales (Great Britain), and those from the rest of the European Union.
Application for admission to full-time undergraduate and sandwich courses at the University should normally be made through the Universities and Colleges Admissions Service (UCAS). Full information can be obtained from the UCAS website at: www.ucas.com/students.
When to Apply
UCAS will start processing applications for entry in autumn 2025 from early September 2024.
The advisory closing date for the receipt of applications for entry in 2025 is still to be confirmed by UCAS but is normally in late January (18:00). This is the 'equal consideration' deadline for this course.
Applications from UK and EU (Republic of Ireland) students after this date are, in practice, considered by Queen’s for entry to this course throughout the remainder of the application cycle (30 June 2025) subject to the availability of places. If you apply for 2025 entry after this deadline, you will automatically be entered into Clearing.
Applications from International and EU (Other) students are normally considered by Queen's for entry to this course until 30 June 2025. If you apply for 2025 entry after this deadline, you will automatically be entered into Clearing.
Applicants are encouraged to apply as early as is consistent with having made a careful and considered choice of institutions and courses.
The Institution code name for Queen's is QBELF and the institution code is Q75.
Additional Information for International (non-EU) Students
Applying through UCAS
Most students make their applications through UCAS (Universities and Colleges Admissions Service) for full-time undergraduate degree programmes at Queen's. The UCAS application deadline for international students is 30 June 2025.
Applying direct
The Direct Entry Application form is to be used by international applicants who wish to apply directly, and only, to Queen's or who have been asked to provide information in advance of submitting a formal UCAS application. Find out more.
Applying through agents and partners
The University’s in-country representatives can assist you to submit a UCAS application or a direct application. Please consult the Agent List to find an agent in your country who will help you with your application to Queen’s University.
