We can motivate why we include this course in the study program.
Students must be able to work in the domain of microbiology either in production labs, or research labs. In both cases they need a thorough background of bacteriology and the skills to perform biochemical and molecular identifications of bacteria to perform efficiently as a lab technician.
The course is offered at the moment that the student acquired the competences of the course bacteriology 1 in the second year. There the students learned to work with ATCC cultures. They did learn the regularly occurring microbiological methods. In this course they will learn to work with clinical samples, their accommodating forms and the required transportation mechanisms. In this course the bacteriological knowledge is extended to the field of gram-positive bacteria, acid resistant bacteria, Chlamydia and Mycoplasma.
Students learn insight and determination skills at the level of biochemical identification and isolation of infectious bacteria from specific clinical samples (i.e. urine, sputum) in line with the quality manual. The students are trained in the connection between the type of sample and the most frequently occurring pathogens in those samples in such a way that pathogens are can be discriminated from the commensal flora Students develop the skills to perform via PCR a genotyping analysis to define the drug resistance of a pathogen. They also acquire the knowledge of HACCP. The zone where biotechnology and bacteriology meet is also investigated. Moreover students conduct research in medical microbiology to learn new techniques. In this way the prepare a practical exercise that peers will execute. Afterwards the exercise is evaluated during the course.

Theoretical part
• Pathological specimens (transport material, transport conditions, sampling different specimens)
• Gram negative cocci
• Gram positive cocci
• Aerobe rod-shaped gram positive bacteria
• anaerobic gram positive bacilli
• Spirochaetales
• Mycobacteria
• Mycoplasmas
• Chlamydia
• Choice of culture medium and strategy for diverse specimens (HACCP)
• Bacteria in biotechnology
• Genotyping in bacteria and host

Practical part
• Screening for MRSA
• Urine sediment and culture
• Genotypic resistance analysis for the ERMB gene
• Preparing competent cells and glycerol stocks
• Determination of the aerobic colony-forming unit in foods and pharmaceuticals
• Performing a practical exercise designed by peers
Students perform al exercises in a team of two with a max of 18 students per class in such a way that the skills, knowledge, practical experience and skills are learned in a safe environment tailored for enhancing team work.

There are no prerequisites for this course.

The agreements on sequentiality who apply for this course in the education programme are found in the teaching and examination regulations (FOER).

Domain-specific Learning Outcome 1
Professional bachelor students of Bio-Medical Laboratory Technology plan their activities autonomously and carry out their tasks within a set time frame systematically and efficiently
Domain-specific Learning Outcome 2
Professional bachelor students of Bio-Medical Laboratory Technology carry out biomedical laboratory activities in a substantiated manner autonomously, reliably and critically. They establish problems, report them and contribute to an acceptable solution.
Domain-specific Learning Outcome 4
Professional bachelor students of Bio-Medical Laboratory Technology are actively involved in an organised quality system in the laboratory.
Domain-specific Learning Outcome 5
Professional bachelor students of Bio-Medical Laboratory Technology apply the ethical principles of the biomedical field.
Domain-specific Learning Outcome 6
Professional bachelor students of Bio-Medical Laboratory Technology work in a safe and environmentally-aware manner in accordance with statutory provisions within a lab setting, both in a chemistry lab and in a class II biosafety lab.
Domain-specific Learning Outcome 8
Professional bachelor students of Bio-Medical Laboratory Technology submit clear and correct reports on research data, analysis results, projects and processing of scientific literature, using the appropriate biomedical specialist terminology in languages other than Dutch.
Domain-specific Learning Outcome 9
Professional bachelor students of Bio-Medical Laboratory Technology communicate adequately with the target groups. They collaborate in a team constructively and respectfully within an intra- and inter-professional context.

Theory
Interactive lectures
Video

Seminars in which the students are assesed in an independent learning situation where the teacher guides a small group of students in the analysis and development of a poorly structured (realistic) problem.

Peertutoring : Part of the course material is acquired by the students by giving a presentation. These topics are determined by the students and are an elaboration/update of the chapters of the course. Necessary research is performed by the students (library).
Company visit including the department of bacteriology.

Difficulties in acquiring understanding of the subject matter and/or acquiring the required skills are reported by the student or noticed by the teacher and corrected by individual supervision of students during practical sessions or if necessary through a classroom remediation.
Peertutoring is used to remedy difficulties in acquiring the course material.
The teacher traces gaps through continuous evaluation (assessing reports and interim tests and observation of practical courses).
On the electronic learning environment students can find extra information, photographic material of microscopic preparations, biochemical tests, exercises and self-tests

Oral examination consisting of casuistry, open questions and English literature (70%)
The length of the exam is proportional to the allotted examination time.

Non-periodic evaluation (30%)
Reports are graded on structure of the report, clarity, completeness, correct language, obtained end results
Practical skills and competences are evaluated on: sterility, isolation of colonies, safety during work, care for the environment, teamwork, participation in class
Grading of exercises and over-All test
Grading of a presentation
Peer grading of a presentation

Second evaluation period:
An analogous examination is organized during the resits.
There is no second evaluation possible for the non-periodic evaluation.
Cf. EER HoGhent and EER –Faculty Education, Health and Social Work.

Theory
The cost for sylabi is estimated at about 25 euros (see syllabus bacteriology 1).
Costs for printing of additional notes and powerpoint presentations.

Practicum
Other study costs are estimated at about 25 euro: a mandatory fireproof labcoat with Biosafety label (one time purchase for all practical biosafety risks).

bacteriology
infections
diagnostics
biotechnology