Bradley, Amanda

Portrait photo of Amanda  Bradley

Bradley, Amanda


Academic Rank(s)

Associate Professor of Teaching, Director, BMLSc Program


UBC Hospital


I am an Associate Professor of Teaching dedicated to undergraduate education in the Bachelor of Medical Laboratory Science (BMLSc) Program. I have also been the Director of the BMLSc Program since 2013. My academic and administration/leadership positions together provide extraordinary opportunities to feel like I can make a difference. I have always found teaching to be very rewarding and am pleased to support students, BMLSc staff and fellow teachers, the Program, and our Department.



Academic Background

I have a BSc in Biochemistry and a PhD in Experimental Pathology. After several post docs, I became a research associate for the Canadian Blood Services. I enjoyed doing both foundational science research (with emphasis on the complement system, RBCs and platelets) and translational work (helping with the early stages of transition to the buffy coat method of preparing blood components). I have been a Faculty member in Pathology & Laboratory Medicine since 2002. In 2004, I joined the MD Undergraduate Program (MDUP) as a tenure-track Instructor. I was promoted to Senior Instructor in 2009. In 2013, I became the BMLSc Director and shifted my focus to the BMLSc Program. I obtained a Scholarship of Teaching and Learning Certificate on Curriculum and Pedagogy in Higher Education from the International Program for the Scholarship of Educational Leadership in 2016.

Awards and Recognition

I am honoured to be the recipient of several teaching awards: the Killam Teaching Prize in 2018; the 2011 Faculty of Medicine Distinguished Achievement in Education Award; Department of Pathology Award for Excellence in Education in 2022, 2010, and in 2005; BMLSc Graduates’ Choice Award for Teaching Excellence in 2022, 2019, and 2018; Philip Read Memorial Cup for Outstanding Contribution to the BMLSc Program in 2015. /p>


Recent Conference Presentations:

  • A. Bradley, J. Li, A. Ho, A. Grieg. Student learning through student peer-assessment in a 4th year undergraduate course on research and career skills. International Society for the Scholarship of Teaching & Learning. 2022
  • A. Bradley, S. Bertolic, P. Wolfe A. Grieg. Student peer review and assessment – experiences from four diverse university disciplines. International Society for the Scholarship of Teaching & Learning. 2022
  • A. Bradley, A Ho and J Li. Student Peer Assessment to Improve Learning, Evaluation and Reflective Skills. CHES Celebration of Scholarship Research Presentation. Oct 7, 2020
  • A. Bradley. Transforming Your Course with Student Peer Assessment. 60-Minute Concurrent Session. LILLY-SAN DIEGO TEACHING FOR ACTIVE & ENGAGED LEARNING February 27-29, 2020
  • Greig A, Rankin A, Bradley A. Facilitating high quality clinical reflection writing in physiotherapy education – a calibrated peer-review process. World Confederation for Physical Therapy, 10-13 May. Geneva, Switzerland, 2019
  • Greig A, Rankin A, Bradley A. Peer Assessment and Feedback of Written Reflections in Physiotherapy Education. Paper accepted at the International Clinical Skills Conference (ICSC), 19-22 May; Prato, Italy, 2019
  • Greig A, Rankin A, Bradley A. Peer Assessment and Feedback of Written Reflections in Physiotherapy Education. Paper accepted at the Canadian Conference on Medical Education,April. Niagara Falls, Canada, 2019
  • Iqbal, I., Greig, A., Ho, A., Bradley, A., Rankin, A. Using student peer assessment to promote critical analysis skills and reflective abilities. CHES Celebration of Scholarship Research Presentation. Oct, 2016

Journal Research Articles:

  • A. J. Bradley, B.L. Read, E. Levin, D.V. Devine. Small-molecule complement inhibitors cannot prevent the development of the platelet storage lesion. Transfusion, 2008; 48:706-14.
  • A. J. Bradley and M.D. Scott. Immune complex binding by immunocamouflaged [Poly(ethylene glycol) -grafted] Erythrocytes. American Journal of Hematology, 2007; 82:970-975.
  • A. J. Bradley and M.D. Scott. Separation and purification of methoxypoly(ethylene glycol) grafted red blood cells via two-phase partitioning. J. Chromatography B, 2004; 163-168.
  • M. D. Scott, A.J. Bradley and K.L. Murad. Stealth Erythrocytes: effects of polymer grafting on biophysical, biological, and immunological parameters. Blood Transfusion, 2003; 1:245-266.
  • A. J. Bradley, K.L. Murad, K.L.Regan and M.D. Scott. Biophysical consequences
    of linker chemistry and polymer size on stealth erythrocytes: Size does matter. Biochim. Biophys. Acta. 2002, 1561:147-158.
  • A. J. Bradley, S.T. Test, K.L. Murad, J. Mitsuyoshi and M.D. Scott. Interactions of IgM ABO-antibodies and complement with methoxypoly (ethylene glycol)-modified human erythrocytes. Transfusion, 2001; 41:1225-1233.
  • M. D. Scott, A.J. Bradley, and K.L. Murad. Camouflaged blood cells: low technology bioengineering for transfusion medicine? Transfusion Med. Rev., 2000; 14:53-63.
  • A. J. Bradley, E. Maurer-Spurej, D.E. Brooks and D.V. Devine. Unusual electrostatic effects on binding of C1q to anionic liposomes: role of anionic phospholipid domains and their line tension. Biochemistry, 1999; 38:8112-8123.
  • D. V. Devine, A.J. Bradley, E. Maurer, E. Levin, S. Chahal, K. Serrano and M.I.C. Gyongyossy-Issa. Effects of prestorage leukoreduction on platelet aggregate formation and the activation state of platelets and plasma enzyme systems. Transfusion, 1999; 39:724-734.
  • A. J. Bradley, D.E. Brooks, R. Norris-Jones and D.V. Devine. C1q binding to liposomes is surface charge dependent and is inhibited by peptides consisting of residues 14-26 of the human C1qA chain in a sequence independent manner. Biochem. Biophys. Acta, 1999; 1418:19-30.

Research Interest

My current focus is on teaching and learning. I have been studying the outcomes of incorporating student peer assessment into a 4th year course, the Research and Career Skills course. My interest in student peer assessment has led to various collaborations and at looking at the impact of student peer assessment in broader settings.

I have also been involved in evaluating an Academics Without Borders-funded Program in East Africa called Africa MicroResearch.  The Program version I evaluated was for Medical residents at Kabarak University in Kenya (2019/20, during my sabbatical).

My foundational science expertise is in the areas of immunology (particularly Complement), biochemistry and hematology. My previous research posed and attempted to answer the following types of questions:

  • Does the addition of complement inhibitors to platelet concentrates decrease the platelet storage lesion?
  • Does complement play a role in the senescence of RBCs?
  • Can adding a polymer coating, specifically using polyethylene glycol (PEG), to RBCs protect mismatched RBCs from complement?
  • What are the biophysical consequences of PEGylating RBCs?
  • Can PEGylated RBCs still bind immune complexes?
  • Can liposome-induced complement activation be inhibited by incorporating PEG onto liposomes?

Current Projects In My Lab Include


Teaching Interest


My primary commitment is to the Bachelor of Medical Laboratory Science program. As Program Director and Associate Professor of Teaching, I coordinate and teach in a variety of courses; I have redeveloped several courses, striving to use more effective pedagogies; I contribute to innovative educational practices, support my colleagues and disseminate best practices; I champion the continual improvement and renewal of courses and the Program overall.

I am currently Course Coordinator and teach in the following BMLSc courses: Pathology 300 (Clinical Chemistry section), Pathology 405 (Seminars in Current Topics), and Pathology 408 (Research and Career Skills). I have previously taught and been course coordinator for Pathology 415 (Immunopathology) and, before that, for Pathology 402 (Hematopathology).

In 2015-2016, I lead a collaboration to develop the BMLSc Program’s first Program level-learning outcome (PLLO) statements.  These have served well as sign-posting to communicate to students and contributing Faculty alike, what graduates from the BMLSc should be able to do. We used these PLLOs during an active 2-year cycle of curriculum improvement wherein all Course coordinators reflected on their courses and considered changes to better support students in achieving the PLLOs. Many courses made significant changes to improve learning outcomes.

From 2016-2019, along with collaborators in the Physical Therapy program, I held a Teaching and Learning Enhancement Fund grant to incorporate student peer-review into the curriculum. Over the course of the 3 years of the grant, we re-developed the PATH 408 – Research and Career Skills course to include 2 student peer-review assignments. Outcome measures show enhanced student learning (improved quality of assignments), perception of learning, attitudes about peer review, and abilities to provide helpful feedback.

Past curriculum development experiences include: incorporating evidence-based practice into Problem based learning cases, implementing and evaluating a lecture recording pilot (which led to a policy change on lecture recording in the MDUP), creating on-line modules for student self-study of Immunology, and writing a new PBL case. I have been an active member of three MDUP curriculum renewal committees.

My Teaching Philosophy:

Effective teaching requires a student-centered approach that focuses on opportunities for students to build on their prior knowledge and experiences. Active involvement of students with the material, with the instructor and with each other is crucial. Through discussion and learning activities, students elaborate on what they know and push the boundaries of their knowledge, creating an intrinsic motivation to learn more.

I strive to provide students with an educational experience that is congruent with my beliefs about teaching and learning. To do so, I design and add-lib a variety of learning activities that promote student involvement, and I encourage students to take ownership and responsibility for their own learning. Most importantly, I see my role as helping students to learn.