Learning Set liaison: Felicity Rose, Pharmacy Learning Set members: John Harris, Biosciences
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Transcript of Learning Set liaison: Felicity Rose, Pharmacy Learning Set members: John Harris, Biosciences
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Learning Set liaison:Felicity Rose, Pharmacy
Learning Set members:John Harris, BiosciencesSarah McMullen, BiosciencesRong Qu, Computer Science & ITAngus Davison, BiologyMartin Gering, BiologyRichard Roberts, Biomedical SciencesJim Maas, Biosciences
In Memory of our Learning Set Advisor, Dr Martin Willis
Evaluating the Learning Outcomes of the Undergraduate Project:
Perceptions vs. Reality.
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Background
• The final year undergraduate research project (UGRP) is:– An opportunity to carry out an independent, intensive
piece of original work.
• The project may take different forms (Cowie, 2005, Hollingsworth, Mahon & Thomas, 2004), but the main criteria are the same:– Independent Working.– Problem Solving.– Critical Analysis (literature, data).– Apply research approaches and methods.– Communication Skills.
• QAA encourages inclusion of UGRP & is required by certain professional bodies (e.g. RPSGB).
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Previous Work
• Ryder & Leach, 1999 (University of Leeds) – Research environment affects motivation of students.
• Murphy & Valenzuela, 2002 (Pharmacy USA), Ali & Seville, 2005; Sandhu & Seville, 2005 (Aston University)– UGRP was a valuable learning tool and should be kept as
part of the course.
• Orsmond et al, 2004 (Staffordshire University)– Pre-project perceptions differed from experience. – Students’ perception of the project’s learning outcomes
were rarely in line with their supervisors’ perceptions.
• Originality of our project:- Few studies in this area.- Application of background ideas to courses at Nottingham
that are revising the UGRP.
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Background
• The UG research project makes up between 10 and 30% of the final degree mark:– Biology: 25%– Biomedical Sciences (BMedSci): 30%– Biosciences: 23%– Computing and IT: 20%– Pharmacy: 13%
• Forms of undergraduate research projects:– Laboratory or field based research projects.– Bioinformatics projects.– IT.– Survey/questionnaire.– Literature-based projects.– Clinical Audit.
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Background
• Laboratory-based projects:– Original research carried out in lecturer’s lab space using
departmental equipment & funding.
• Literature-based projects:– Systematic analysis of research literature.
• In comparison to literature-based projects, lab-based projects:– Require greater supervision (indirect or direct).– Place a strain on research equipment and lab space.– In general, cost more.
• With increasing numbers of students we may have to:– Offer more literature based projects.– Offer more group projects.
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PGCHE Project Aims
• Do literature-based projects yield training outcomes equivalent to those of laboratory-based projects?– What are the learning objectives of the UGRP?– Do staff and students feel that the lab-based and
literature-based projects we offer yield expected learning outcomes?
• Would staff and students welcome more group projects?
• Are staff and students satisfied with the way we currently assess the UGRP?
• What is the impact of the research project on future career choices?
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Methods
To answer these questions:
• Consulted the module handbooks to find out whether learning objectives were defined.
• Gave an anonymous questionnaire (5 point Likert scheme) to students and staff at the end of the UGRP in 5 different Schools:
- Biology.- Biomedical Sciences.- Biosciences.- Pharmacy.- Computer Science and IT.
• Data input by MEADS Ltd and data analyzed by group.
• Use of questionnaire enabled large sample set to be surveyed anonymously, and consistently across Schools.
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Methods
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Methods
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Results
• Total response rate: Students 456 (59%), Staff 150 (67%).
• Among the students– Laboratory Projects: 72%; Literature Projects: 27%, unknown: 1%– Literature based projects:
– Biology 22%– Biomedical Sciences 29%– Biosciences 37%– Pharmacy 12%– Computer Science and IT 33%
– Individual Projects: 74%, Group Projects: 24%, unknown: 2%– Group Projects:
– Biology 10%– Biomedical Sciences 35%– Biosciences 0%– Pharmacy 41%– Computer Science and IT 30%
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Learning Objectives
• We consulted the module handbooks:– For example, in the School of Biology & Biomedical
Sciences:• Learning objectives are not defined explicitly.
– In the School of Pharmacy:• Read, consolidate and contextualize information from scientific
journals or reference material.• Contribute to the design and execution of data gathering-and-
analysis, based in laboratories or elsewhere.• Develop strong problem-solving skills.• Carry out critical analysis and evaluation of experimental data.• Develop high quality generic communication and time
management skills.• Competently describe the work in a poster format.• Present the research work in the form of an abstract for a scientific
meeting.• Use poster presentation format to maximize the visual impact of
presented information.• Present the research work in the form of a concise scientific
dissertation.
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Learning Objectives
Are learning objectives clear even though they may not be defined explicitly?
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0 10 20 30 40 50 60 70 80 90 100
Perceived Objectives of the UG Project
Literature searching, data analysis and interpretation
Working independently
Major objective (%)
Putting theory of lectures into practice
Laboratory techniques
Communication skills
Problem solving
Writing
Students
Staff
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0% 20% 40% 60% 80% 100%
MajorObjective
MinorObjective
Not anObjective
Percentage Response
Lab. (n=327)
Lit. (n=124)
Staff (n=150)
Learning Objectives
The purpose of the UGRP is to learn / teach laboratory skills.
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Group v Individual UGRPs
Do students prefer to work as part of a group or individually?
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Group v Individual UGRPs
0% 20% 40% 60% 80% 100%
StronglyAgree
Agree
Neutral
Disagree
StronglyDisagree
Percentage Response
Lab. (n=327)
Lit. (n=124)
Staff (n=150)
I would prefer working as part of a group rather than individually.
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0% 20% 40% 60% 80% 100%
StronglyAgree
Agree
Neutral
Disagree
StronglyDisagree
Percentage Response
Group v Individual UGRPs
I would prefer working as part of a group rather than individually.
BMedSci students
45 %
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Assessment / Successful outcomes of the UGRP
Are literature based projects of value and should they be assessed in the same way?
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Value of Literature-based UGRPs
0% 20% 40% 60% 80% 100%
Strongly Agree
Agree
Neutral
Disagree
StronglyDisagree
Percentage Responses
Lab. (n=327)
Lit. (n=124)
Staff (n=150)
Wholly literature based projects have limited value.
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Open Comments
“…literature projects should not exist for science based degrees, nothing is achieved by just reading literature.” [Student – Biosciences]
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0% 20% 40% 60% 80% 100%
StronglyAgree
Agree
Neutral
Disagree
StronglyDisagree
Percentage Responses
Lab. (n=327)
Lit. (n=124)
Staff (n=150)
Literature and laboratory based projects should be assessed in the same way.
Assessment of Literature-based UGRPs
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Learning outcomes
Do staff and students feel that the learning outcomes are being met?
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0 10 20 30 40 50 60 70 80 90 100
Literature review
Working independently
Agree (%)
Experimental design
Laboratory techniques
Communication skills
Data analysis
Writing skills
Students
Staff
Learning outcomes
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The UGRP’s influence on future career
Do staff and students feel that the UGRP influences career choice?
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0 10 20 30 40 50 60 70 80 90 100
Agree (%)
Students
Staff
Is a useful experience regardless of future career
Is a good introduction to working in research
Has no relevance to future career
Discourages students from a career in research
Influences students’ career choice
Influences students to consider a career in research
The UGRP’s influence on future career
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Open Comments
“Discouraging students from a career in research can be beneficial if they realise that they are not well suited.”
[Staff – Biosciences]
“This [the discouragement] can be a good thing…better to realise this in the context of the UGRP rather than during a PhD.” [Staff – Biosciences]
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The UGRP’s influence on future career
There were differences between vocational (Pharmacy) v non-vocational (Biosciences) degrees.
22%
94%
46%
68%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
… had no relevance to what Iwant to do in the future.
… was still as useful experienceregardless of whether or not itinfluenced my career choice.
Str
ongly
agre
e +
Agre
e R
esponses
Biosciences
Pharmacy
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Open Comments
“…the UGRP is entirely pointless…it is completely irrelevant to the degree and the Pharmacy job.” [Student - MPharm]
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Conclusions
• Learning objectives seem to be clear to staff and students even in Schools that do not explicitly state them.
• Most, but not all, of the learning objectives are achieved in literature and laboratory-based projects.
• Students and staff feel that literature and laboratory-based projects should not be assessed in the same way.
• In general, students and staff would not welcome more group projects.
• The project is valued in its current format by staff and students independent of future career choices.
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Limitations
• Methodology adopted ensured large sample size and consistency across Schools but…– Some questions may have influenced responses.
– Questionnaire may have been difficult for staff to answer if they had supervised both literature and laboratory based UGRP.
– Would have been useful to have surveyed students before the start of the UGRP to see if responses were influenced by the experience.
– Students may experience questionnaire fatigue (with the use of SEMs and SETs).
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Recommendations
• All Schools must ensure that learning objectives are written in the module profile.
• Differences in skills acquired between literature and laboratory-based projects should be highlighted to students.
• The assessment criteria must be appropriate for the differential outcomes of the two types of project.
• If implementing group project work, Schools need to investigate methods to ensure that they are effective.
• The research projects are valued by staff and students and should therefore continue to be an important part of the curriculum with a high weighting of marks.
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Open Comments
“The work I had to do in my UGRP has improved my overall ability to work in all areas” [Student – Biosciences].
“The UGRP should be standardised…there is no point in giving us invaluable (useless?) skills and torturing us…………..we are paying for our degree and surely as a consumer we want value for money” [Student - MPharm].
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Acknowledgements
• Martin Willis, Learning Set Advisor.
• Ken Levine, Survey Unit.
• Staff and students for completing the questionnaires.
• MEADS Ltd.
• University of Nottingham Learning and Teaching Development Fund.
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References• Ali J.A. and Seville P.C. (2005) Usefulness of final year MPharm projects:
supervisors’ opinions. J. Pharm. Pharmacol. 2005; 57 (Sept sppl.), S46.
• Cowie R. (2005) Practice within UK institutions. Presentation at LTSN Staff Development Event ‘Making the most of final year projects’ Durham, 8/2/05. Report available on line at ftp://www.bioscience.heacademy.ac.uk/events/dur05/cowie.pdf
• Hollingsworth M., Mahon M. and Thomas L. (2004) Web projects for Life Science students. Bioscience Education E-journal 4 paper 5. Available on line at http://www.bioscience.heacademy.ac.uk/journal/vol4/beej-4-5.htm.
• Mills P. (2003) Group Project Work with Undergraduate Veterinary Science Students. Assessment & Evaluation in Higher Education, Vol. 28, No. 5.
• Orsmond P., Merry S. and Reiling K. (2004) Undergraduate project work: can directed tutor support enhance skills development? Assessment & Evaluation in Higher Education Vol. 29, No. 5.
• Sandhu D. and Seville P.C. (2005) Usefulness of final year MPharm projects: students’ opinions. J. Pharm. Pharmacol. 2005; 57 (September supplement), S45-S46.