Abstract
As a biomedical science programme at polytechnic aims to provide a sound foundation in the biological sciences, the onus is on the curriculum developer to see that the relevance and currency of the programme content are justifiably challenging and work-ready. In other words, the programme needs to prepare its students adequately well for the intended industry. Since the inception of Human Genome Project, the molecular paradigm has been evolving. A biomedical science student who is oblivious to the emerging trend in molecular techniques is very likely to be hearkened back to the yesteryears of technology and bewildered as precision medicine is becoming increasingly important. Using the ADDIE model as the instructional design model, this paper describes the roadmap for creating a molecular techniques module within a diploma programme that percolates with the concept of precision medicine.
Highlights
As the implications of genetics and genomics have gained considerable roles in all aspects of patient care [1], precision medicine has emerged to be a biofantasy coming true in terms of its utilisation in devising medical interventions or preventive strategies that are personalized to an individual’s pathophysiological conditions [2]
In polytechnic, to ideate the concept of precision medicine to a cohort of postsecondary students with no prior exposure to Molecular Pathology Techniques is constructively challenging as constructivism theory posits that the learning of novel information is to be contextualised with prior knowledge and personal experience [6]
In Year 2, Molecular Pathology Techniques module is emplaced in the curriculum to emphasize the use of molecular techniques to diagnose or monitor diseases
Summary
As the implications of genetics and genomics have gained considerable roles in all aspects of patient care [1], precision medicine has emerged to be a biofantasy coming true in terms of its utilisation in devising medical interventions or preventive strategies that are personalized to an individual’s pathophysiological conditions [2]. In polytechnic, to ideate the concept of precision medicine to a cohort of postsecondary students with no prior exposure to Molecular Pathology Techniques is constructively challenging as constructivism theory posits that the learning of novel information is to be contextualised with prior knowledge and personal experience [6]. In view of this situation, the ADDIE instructional design model was explored to devise programmes of instruction [7]. Using the five phases of ADDIE model, namely, analysis, design, development, implementation, and evaluation, a structural approach is engaged in reviewing the learning materials from various perspectives
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