Teaching of the Concept of Valid Analytical Measurement: Integration of Quality Assurance (QA) Issues or Separate QA Courses for Higher Education

Abstract

The means by which the topic of Quality Assurance (QA) is introduced and taught in higher education courses, particularly in analytical chemistry, depends very much on the academic background of the‘ students’, the nature of the courses within which the teaching is to take place, and the timescale available. The choice between provision of dedicated QA courses or integration of QA principles into courses on other aspects of analytical science must be carefully considered. This presentation will address these aspects in order to help ‘teachers’ select the most suitable approach for their purpose. The discussion will be based mainly on experience at the University of Hull where QA concepts are taught to disparate groups of students, viz. conventional undergraduates studying analytical science, environmental science students, specialised analytical masters course students and those studying analytical chemistry by ‘open learning’.

In all cases the students must be left in no doubt that analytical measurements should be valid and fit for purpose. They should be clear how such qualities are achieved and monitored, and should be convinced that such QA procedures are an integral part of analytical science. Of course, the discussion is equally relevant to other measurement disciplines, and some thought will be given to these wider connotations.