Newcastle University

Aims

•       To provide an overview of key principles of good experimental design for in vivo research
•       To introduce the 3Rs (replacement, reduction and refinement) and discuss the relationship between their implementation and good experimental design
•       To introduce several common designs and discuss their pros and cons
•       To highlight recent advances in our understanding of the sources of variation between animals that inform the design of better experiments
•       To train students to recognise examples of poor experimental design
•       To train students to design sound in vivo experiments of their own

Original Summary:
There are no prerequisites for the module. This is a module in experimental design targeted at bio-scientists designing studies involving the use of live animals or those who may wish to do so in the future. The module introduces the scientific and animal welfare benefits of good experimental design. The basic principles of good experimental design are taught, alongside discussion of the pros and cons of different designs. The module emphasises practical problem solving; exercises are included to develop students’ abilities to recognise flaws in existing experimental designs, and to develop their skills and confidence in designing their own experiments.

The module will be delivered as e-learning via Blackboard VLE. The material will be delivered through a series of guided learning opportunities including e-based lectures and tutorials. Assessment is via a written assignment for which students are required to produce a detailed design for a specific experiment.

Outline Of Syllabus

The course will cover the following topics:
1.       Why is good experimental design important?
•       The economic, scientific and ethical arguments for good experimental design.
•       The 3Rs.
•       The relationship between experimental design and statistical analysis.
•       The importance of considering statistics at the design stage.
2.       The goals of good experimental design.
•       Elimination of random variation & confounding factors.
•       Reliability of measurements: inter- and intra-observer reliability. The importance of blinding and randomisation.
•       The importance of replication.
3.       Steps to a good experimental design.
•       Defining your research question, hypothesis & predictions.
•       Defining your dependent and independent variable(s); Continuous vs. categorical variables, fixed effects and random effects.
•       What levels to choose? Different designs. How many measurements to take?
•       Data collection, reduction, analysis & interpretation.
•       The importance of pilot studies.
4.       Pseudoreplication.
•       Replication and pseudoreplication.
•       Why is pseudoreplication a problem?
•       Common sources of pseudoreplication.
•       How to avoid pseudoreplication at the design and analysis stages.
5.       Randomisation.
•       Why is randomisation important?
•       Different approaches to randomisation/sampling.
•       Issues relevant to studies involving human subjects.
6.       Power analysis.
•       How many replicates?
•       The resource allocation equation.
•       Introduction to formal power analysis.
7.       Different types of experimental design & describing your design.
•       The importance of controls.
•       Randomised and factorial designs. Blocking and within subject designs. Split-plot designs.
•       Formal methods for describing an experimental design. Communicating with a bio-statician.

Teaching Rationale And Relationship

The module is delivered as e-learning with material delivered via Blackboard VLE through a series of guided learning opportunities including e-based lectures and tutorials. Case studies will also be used to provide real-life examples of good and bad practice in experimental design. Online interactive activities will provide students with opportunities to implement the material taught. Students will practise critiquing experimental designs provided to them and also designing their own experiments. A discussion board will provide an opportunity for group discussion of lecture material and e-based activities.

Private study will provide students with the opportunity to read and perform independent research relevant to completing their coursework. Work will be submitted via Blackboard VLE for assessment. Students will be assessed and formative feedback will be given electronically.

Assessment Rationale And Relationship

In this report they will be required to produce, describe and defend a design for an in vivo experiment to answer a specified research question. The research question will be chosen by the student from a list of alternatives provided by the module leader. Students will be provided with some guidance regarding the topics that they are expected to cover in the report.

The single assessment requires students to utilise their knowledge and skills acquired during the course to produce a detailed experimental design and answer a specific research question in the form of a written report. This exercise will assess the students’ understanding of the basic principles of good experimental design and their ability to translate these into an actual design for a specific experiment. It will also assess their ability to communicate their design and the rationale for it in a written format. The assignment has been specifically designed to mimic the type of document that researchers are required to produce when seeking ethical approval for an in vivo experiment. Students’ progress will be formatively assessed over the teaching period by the use of e-based interactive activities and group discussions.