Lesson Notes By Weeks and Term v4 - SHS 3
RESEARCH AND DESIGN IN BIOMEDICAL SCIENCE
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RESEARCH AND DESIGN IN BIOMEDICAL SCIENCE
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Subject: Biomedical Science
Class: SHS 3
Term: 1st Term
Week: 13
Grade code: 1.4.1.LI.3
Strand code: 4
Sub-strand code: 1
Content standard code: 1.4.1.CS.1
Indicator code: 1.4.1.LI.3
Theme: BIOMEDICAL INNOVATIONS
Subtheme: RESEARCH AND DESIGN IN BIOMEDICAL SCIENCE
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This lesson moves us from being students who simply learn about health problems to becoming innovators and problem-solvers. In Ghana, we face unique healthcare challenges, from infectious diseases like malaria and cholera to growing issues like hypertension and diabetes. As future biomedical scientists, engineers, doctors, and public health officers, it is crucial that you develop the skills to not only identify these problems but also to systematically research and propose creative, practical, and effective solutions. This lesson will equip you with a framework to tackle real-world health issues in your own communities.
This lesson is built around a practical framework for developing solutions. We will call it the Biomedical Problem-Solving Framework. It consists of four key stages. Stage 1: Problem Identification and Definition
This is the most critical step. A poorly defined problem leads to an ineffective solution. What it is: Clearly stating the specific health issue, who it affects, where it is happening, and what its consequences are. Avoid being too broad. "Broad Problem" vs. "Defined Problem": *Broad:* "Malaria is a problem in Ghana." (This is too big to solve in a single project). *Defined:* "High incidence of malaria among children under five in the Asokore Mampong community during the rainy season, leading to increased school absenteeism and high healthcare costs for families." (This is specific and measurable).
How to Define a Problem: Ask these questions: What is the specific health issue? (e.g., Typhoid fever) Who is most affected? (e.g., Students in the school canteen) Where is the problem most prevalent? (e.g., During lunchtime at the school) Why is it a problem? (What are the negative effects?) (e.g., Leads to student illness, absence from class, and potential outbreaks). Stage 2: Information Gathering (Research)
Once the problem is defined, you need to understand it deeply. You cannot solve a problem you don't understand. What it is: The process of collecting facts, data, and existing knowledge about the problem. Sources of Information: Primary Sources: Gathering new data directly. Interviews: Talking to affected people (e.g., students who got sick), resource persons (school nurse, community health officer). Surveys/Questionnaires: Creating a short list of questions to gather opinions or data from a larger group. Observations: Watching a process to identify issues (e.g., observing food handling practices in the school canteen). Secondary Sources: Using existing information. Online Resources: Reputable websites like the World Health Organization (WHO), Ghana Health Service (GHS), Centers for Disease Control (CDC), and scientific journals (via Google Scholar). Books and Libraries: Textbooks, academic journals, and public health reports. Resource Persons: Experts in the field who can provide consolidated information.