Developing an inquiry-based learning module with consideration of quality by design principles for biomedical science students

To help students develop into confident and effective laboratory scientists it is necessary to facilitate their understanding and ability to participate effectively in all processes involved in experimental design and implementation in an engaging and realistic manner. Our challenge was to develop a 20-credit, ordinary degree (without honours) level, practical skills-based module for Biomedical Science students who are not on a National Health Service placement that encompasses elements of professionalism. We describe the design of a module that utilises Inquiry-based learning (IBL) and Quality by Design (QbD) principles and discuss staff experience and reflections following analysis of six years of anonymised module feedback data which includes quantitative and qualitative data. Key positive themes from the qualitative analysis were satisfaction at being able to make evidenced based decisions for changes in experimental factors and development of personal skills which was perceived as helpful for their preparation for their honours year project. The level of challenge that the format of the module presented was perceived negatively. We conclude that this mode of learning is challenging to implement and monitor for academics and challenges students intellectual and professional development, but that the benefits are worth the investment.