Contents
Presenters
Dr Florencia Cavodeassi – Senior Lecturer in Developmental Biology
Dr Paris Ataliotis – Reader in Developmental Genetics
Dr Androulla Elia – Senior Lecturer in Biomedical Sciences
Paper
We will reflect on the implementation of the Structured Research Projects module for Year 3 Biomedical Science students, and how it has evolved during the last 5 years as we incorporated new activities and involved academics with a diverse set of skills.
We developed an experiential learning approach (Biggs et al., 2023; Kolb, 2015) for Biomedical Science students that promotes collaborative learning (Johnson & Johnson, 2009; Nokes-Malach, Richey & Gadgil, 2015) during final year research projects. The Structured Research Projects module was designed to provide high quality research training at scale to a diverse student population. Learners demonstrate high levels of engagement and report high levels of satisfaction.
The module is initially organised as sequential research-related experiences in a coherent journey, mimicking authentic research approaches. Each conceptual unit comprises three parts: a preparatory session, an active learning session to develop the theme through experience, and a tutor/peer feedback session where the experience is discussed as a group and reflected upon.
Introductory weeks entail independent and collaborative learning with repeated cycles of introduction to a theme, demonstration and application (Kolb and Kolb, 2013). This helps to develop individual practical and problem-solving skills as well as to build teamwork and interpersonal relationships amongst students and between staff and students.
Students apply their knowledge and practical skills in a mini project during the latter third of the module. Student research groups (3-6 learners) are formed with an academic supervisor to tackle a novel problem that aligns with their research interests. This approach fosters group responsibility while maintaining individual accountability (Johnson & Johnson, 2009) and closely aligns with professional practice in biomedical research.
The module was piloted with ~10 students and launched at full scale (~60 students) in 2020. Here we present how the module has evolved and discuss the challenges of maintaining engagement and a consistent student experience as student numbers increased. We consider adaptations to our approach, incorporating new, flipped learning activities and peer feedback opportunities, and how these principles and strategies can be incorporated within science education to promote student attendance and engagement.
We will discuss how the initial framework for the module was developed and how it has been shaped by experience and stakeholder feedback to its current format. The approach we outline here has been used successfully to deliver research training at scale to biomedical science students but could be applied by colleagues in a range of other disciplines. Attendees will: develop awareness of the requirements for research training in biomedical science; be able to recognise and apply aspects of collaborative and experiential learning to enhance student engagement.
References
Biggs, Tang and Kennedy 2023. Teaching for Quality Learning at University. Ed Mc Graw Hill (0335250823 · 9780335250820) Johnson, D.W. and Johnson, R.T., 2009. An educational psychology success story: Social interdependence theory and cooperative learning. Educational researcher, 38(5), pp.365-379.
Kolb D.A. 2015. Experiential Learning: experience as the source of learning and development. Pearson Education Inc, 2nd Edition
Kolb A.Y. and Kolb D.A. 2013. Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education. Academy of Management Learning and Education, Vol 4,2: 193-212.
Nokes-Malach, T.J., Richey, J.E. and Gadgil, S., 2015. When is it better to learn together? Insights from research on collaborative learning. Educational Psychology Review, 27, pp.645-656.
