Biomedical Education: A Summary Report of the Biorisk Management Curriculum Development Workshop

    Published on:September 2018
    Journal of Young Pharmacists, 2018; 10(4):484-486
    Letter to the Editor | doi:10.5530/jyp.2018.10.105
    Authors:

    Subhash Janardhan Bhore

    Department of Biotechnology, Faculty of Applied Sciences, AIMST University, Bedong-Semeling Road, Semeling 08100, Kedah, MALAYSIA.

    Abstract:

    Biorisk management (BRM) is the branch of biological sciences that deals with the development and implementation of the full spectrum of strategies and procedures to protect the laboratorians from the unintentional exposure to biological agents, toxins, or their accidental release (biosafety), and to protect the biological agents and toxins from unethical individuals (biosecurity). The ‘BRM Curriculum Development Workshop’, organised by the Sandia National Laboratories (USA) and hosted by the Malaysian Biosafety and Biosecurity Association, held on 26th February–2nd March 2018 in Kuala Lumpur (Malaysia) was aimed at training academicians to establish and integrate BRM into existing university or collegiate curricula. For BRM curriculum development, the essential elements such as situational analysis, designing outcome-based objectives, developing course content, implementation of (lecture) plan, and importance of evaluation to fill in the gaps were deliberated. In the context of the three domains of learning, the usefulness of ‘Bloom’s taxonomy’, ‘brain-friendly teaching techniques’, and ‘andragogy principles’ were also deliberated. All participants recognised that developing and implementing BRM curriculum to educate ‘biomedical sciences’ students is essential; if the standalone BRM course development and implementation is not possible, then the essential elements of it should be embedded within suitable courses; and for the efficient and effective BRM, the teaching strategy should be outcome-based. The workshop highlights reported herein may be helpful to academicians those are interested in developing and implementing curriculum in their educational organisation.

     

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