Rubric report for assignment of hup3011 PDF

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rubric and grading of hup3011 practical assignment and report on MRSA that outlines what must be included in the report to score high...

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Guidelines for writing practical reports Practical reports are a standard form of communicating your laboratory results in science. They are an abbreviated form of an original peer-reviewed journal article that disseminates scientific data and interpretation worldwide. As a student, the practical report provides a framework for you to demonstrate and record what you have learnt, according to the following sections. Introduction: The Introduction provides background information on the scientific topic of the practical. It should provide the reader with sufficient information to understand the rest of your report. Examples of background information to put in the Introduction would include information about the diseases under investigation in the practical and diagnostic techniques being used. Also in the Introduction is the Rationale. This is an argument as to why you are doing what you are doing. Generally the Introduction starts off with general overall information on the area being written about, then focuses in on the specific area being studied. The final sentence of the Introduction is the Aims which succinctly and formally sets out the purpose of the practical. •

For instance: if you were writing a practical report Introduction on immunohistochemical staining of breast cancer tissue for hormone receptors, you might begin by explaining that breast cancer is a common form of malignant adenocarcinoma that causes a high burden of morbidity, mortality and public health cost in the Western world. Then explain that certain hormone receptors are sometimes expressed on breast cancer cells and this differential expression allows the cancers to be classified into different types. Then explain what immunohistochemistry is and how it works and that one of its applications is

in determining what type of breast cancer a patient has. The rationale is that immunohistochemistry is extremely important as it allows us to classify the cancer and then determine the treatment and prognosis for the patient, and that performing the practical teaches us about the technique and how it works, about types of breast cancer and about appropriate controls and interpretation of immunohistochemical staining patterns. The aim might be something like: To use immunohistochemistry to determine breast cancer type by detection of hormone receptors. There might sometimes be a second aim such as: To learn the strengths and limitations of immunohistochemistry in the detection and classification of breast cancers. Methods Statement: Note that the inclusion of a Methods Statement is specific to HUP3011, and that it differs from a standard Materials & Methods section as seen in the scientific literature. In this section provide a brief rationale for the inclusion of the particular stains used within the practical session. What do their individual components stain and and why is that useful? Results: Writing a good Results section involves carefully describing your findings. This includes careful observations that are communicated in written form or with the use of labelled figures, graphs and tables. There are many conventions to be aware of when writing a Results section that will mean the difference between a professional scientific job and an amateurish job. One place to start is by using correct scientific language. When describing microscope slides, describe the localisation and structure of the pathological lesion. Of what cell types is it composed? Is there non-cellular material such as exudate, collagen, etc. present? Are there any cellular adaptations occurring? Is any form of necrosis present? Which layers and parts of

tissue are involved and how does this differ from surrounding tissue or the normal section (the slide from the Anatomy set that serves as our control). When describing results of experiments also explain how the test samples differ from the controls. Discussion: This is the most advanced section of the report as it is the most open-ended and the place where the most higher order thinking is required. In this section we are looking for clear and well-constructed arguments that interpret experimental outcomes which apply to the aetiology and pathogenesis of the disease being investigated. Commence with a brief summary of the Results but be careful. Many poorly done Discussion sections are simply a recapitulation of the Results without insights, critique and interpretation. Try to integrate your findings with the literature and what you have learnt in other parts of the course. Think about the implications and the big picture. Be critical and write about strengths and limitations of techniques and compare and contrast similar concepts. Looking at Discussion sections in scientific papers on similar diseases and topics to the one at hand is a good way to go. It is very important to break your Discussion into paragraphs for easy reading. You might even like to make a plan of which paragraphs you intend to write before you commence. This will aid your clarity of structure. Summary and Conclusions: This is a short paragraph below the Discussion where we summarise the main findings and make a Conclusion which is a statement as to how the finding addressed the Aims. Try to avoid vague, feel good platitudes such as: This practical has enhanced our knowledge of Alzheimer disease.

References: References should be included to support statements you have made, particularly in the Introduction and Discussion. Strictly speaking, we do not make statements or claims in scientific papers without backing them up with a supporting reference to previous work. This is because scientific progress is built brick by brick on previously published papers. However, there are conventions and we don’t want you to go over the top with excessive referencing. •

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For instance, we do not give references to very obvious established facts. We would not need to give a reference for the statement: The common bile duct connects the hepatic duct and the pancreatic duct to the duodenum. However, we might like to add a reference to the following statement: 90% of people have liver and pancreatic contents draining to the common bile duct, whilst in 10% of people the hepatic and pancreatic ducts enter the duodenum separately. Apart from appropriate use of references to support statements we make, we should also cite material from reputable sources. Peer-reviewed scientific papers, especially review papers, archived at pubmed.com are generally reliable sources of information. Random internet pages are not a reputable source of information. Please be careful with formatting references in the References section at the end of the report. They must be given correctly and according to the style stipulated in the Unit Guide. You might like to install a program such as EndNote (available free of charge to students of Monash University) to assist you with this, but even so always double check your Reference list for errors or duplicates before submitting your report via Moodle dropbox.

Estimated return date: One week after submission Hurdle requirements: This task is a competency hurdle (aligned with learning outcomes 1,2, 3, 4, 5) which you must successfully complete to be able to pass the unit. Students must attend >80% of Workshops/Practicals, complete a Practical report (800 words), and pass a Workshop/Practical Exam. You have 2 attempt/s to demonstrate your competency in achieving Learning Outcomes 1,2, 3, 4 and 5 and thus to demonstrate competency in this task. If you do not complete the task successfully, you will receive a fail grade (NH) and a maximum mark of 45 for the unit. Individual assessment in group tasks: Not applicable. Criteria for marking: Rubric – Human Pathology Practical Report. Please refer to “Guidelines for writing Practical Reports” for details on how to structure your reports.

Criteria

High Distinction (80-100%)

Not Satisfactory (...