DEVELOPING LEARNING IN BIOCHEMISTRY AND LIFE SKILLS THROUGH CASE-BASED WORKSHOPS

BACKGROUND Teaching through case-based workshops is a student-centered strategy designed to heighten higher-order thinking, through a discussion of complex, real-world scenarios to enable students to link concepts learnt in class to future practice. We report findings of teaching Biochemistry to second year Nutrition students from a mix of 8 teacher-led case-based workshops (TCW) and 4 student-led case-based workshops (SCW) over the 12-week semester. AIMS To compare perceived learning of Biochemistry and life skills through TCW and SCW. DESCRIPTION OF INTERVENTION We surveyed students to determine the benefits of TCW in comparison to SCW. DESIGN AND METHODS We administered an anonymous survey consisting of 22 items using a Likert scale and 6 open-ended questions. All responses were coded for emergent themes. The Likert scale was converted to a numerical level of agreement. RESULTS Students agreed that learning in biochemistry (51%) and life skills (53%) were developed more in TCW compared to SCW. Data from open-ended questions confirmed that TCW developed learning in biochemistry through its structure and support mechanism, while life skills were developed through opportunities for collaboration, communication and improving interpersonal skills. CONCLUSIONS TCWs promote learning and life skills, a basis for nurturing the next generation of Biochemists ready for an uncertain future

Synergystic connections between teaching-research nexus and graduate attributes: a case study

This paper is a case study from Monash University where the teaching-research nexus has been used to engage students and fulfil the generic attributes of Monash graduates. The strong synergistic connection between teaching and research is already proven. Units that teach new topics, provide teachers with personal engagement, connect developments in research with curricula is perceived to be current and intellectually stimulating by the student. This paper illustrates further interrelationships with Monash graduate attributes. Student Project Cases, a unit in the second year medical curriculum is an interdisciplinary teamwork activity, where students research current literature to present a written document and an oral presentation on a medical disease. The topic was “Human papillomavirus and cervical cancer”, the research area of the teacher. Topic objectives were aligned with Monash graduate attributes and designed to engage students in global concerns, develop ethical values, learn cross-cultural sensitivities to disease prevention, develop research skills and communicate findings in a team to peers. Student feedback indicated high motivation, engagement and excitement in being included in a community of scholars. Such students are critical, creative, responsible and effective global citizens, a hallmark of true Monash graduates

DEVELOPMENT AND EVALUATION OF CONTEXT-BASED UNDERGRADUATE BIOCHEMISTRY FOR HEALTH SCIENCES (CUBHS) RESOURCES FOR FUTURE HEALTH WORKERS

BACKGROUND The Context-based Undergraduate Biochemistry for Health Science (CUBHS) learning resource is designed to link biochemistry concepts to students’ future clinical practice in nursing, pharmacy and psychology in preparation for ever-changing professional contexts. Our research aimed to develop and evaluate CUBHS resources. DESIGN AND DEVELOPMENT In designing contexts for the resources, relevant clinical scenarios were identified and tasks that linked context with Biochemistry concepts were collaboratively designed through a series of 15 interviews with health professionals/educators. Then, resources for nursing, pharmacy and psychology were developed. PILOT TEST AND EVALUATION CUBHS resources were piloted in workshops involving 43 (nursing, pharmacy, psychology) students. Our pilot test determined the effects of CUBHS on perception of relevance (PR), attitude towards biochemistry (AB) and achievement. Surveys, biochemistry quizzes and focus groups were conducted. Our survey revealed a significant difference (p < 0.05) in the pre-to-post scores in perceived relevance to future professional life (PR) and anxiety (AB). Pre-to-post quiz scores showed a significant difference (p < 0.001). Focus group data confirmed the relevance of CUBHS to interactions with patients and health professionals, fun/engaging learning and strengthening of understanding of concepts. IMPLEMENTATION Our results serve as basis for implementation and development of more resources, which are adapted to COVID-19 clinical contexts

Pre-laboratory videos enhance student preparation and confidence

BACKGROUND: Laboratory classes are an integral component of Biochemistry and Molecular Cell Biology undergraduate degrees designed to develop proficiency in technical skills, provide theory in context and promote inquiry-oriented learning. There is increasing body of evidence to suggest that pre-laboratory preparation is beneficial to student learning because students who are well prepared for their laboratory classes are reported to derive maximum benefit from their laboratory experience. AIM: Our aim was to introduce short videos on specific laboratory skills to assist with the pre-laboratory preparation of second and third year Biochemistry and Molecular Biology undergraduates. INTERVENTION: Despite the essential nature of laboratory skills optimal learning in classes is impeded by increasing student numbers and lack of engagement of students. In an effort to engage and better prepare students for their laboratory classes we used brief videos on specific laboratory techniques as pre-laboratory exercises prior to introducing new skills in the practical class. The exemplar used in the current study was a video on SDS-polyacrylamide gel electrophoresis (SDS-PAGE). DESIGN AND METHOD: Teaching staff developed short videos on several laboratory techniques (SDS-PAGE, pipetting, Clarke’s oxygen electrode) using domestic quality equipment (webcam/video camera) and commercially available editing software. The videos were short (no more than 8-10 minutes), concise, could be employed across different units and year levels, featured the exact settings and instruments that were used in class and could be downloaded on to any mobile device and therefore available as a flexible learning tool. Students enrolled in second and third year Biochemistry units were required to view the video on SDS-PAGE prior to attending class, and complete a quiz related to the video content, both of which were accessible on Moodle. The quiz was a formative assessment only. At the completion of the laboratory class students were invited to participate in a questionnaire which explored student feedback on a number of aspects that included functionality of the video, skills development, attitude, learning effectiveness and learning styles. The responses and numerical data were collated and analysed. RESULTS: In both 2nd and 3rd year levels greater than 70% of students reported that the videos reinforced the concepts of the technique while more than 60% found that the content helped integrate the theory with the practice. Data showed that > 50% of reported increased confidence in carrying out specific tasks while more than 50% of students felt they were overall more confident to carry out the class activities. Written comments from students support the numerical survey data that viewing videos prior to attending class made them confident and better prepared for the laboratory class. CONCLUSION: Both survey and qualitative data show that the pre-laboratory videos had a positive impact on student preparation for their practical classes

Using student self-assessment to steer feedback

BACKGROUND Students might better engage with feedback if they are responsible for steering the feedback process. However, this requires them to first accurately assess the quality of their work. AIMS To determine whether providing students with a structured self-assessment method prior to submission influences their confidence with this process. DESCRIPTION OF INTERVENTION Students were asked to complete a brief self-assessment of one of their laboratory reports, which markers then used to guide their feedback to each student. DESIGN AND METHODS Participants were undergraduate students undertaking a second-year pharmacology unit in semester 2, 2018 (n=117/265 enrolled). Students were invited to complete an anonymous survey asking them about their perceptions of self-assessment. RESULTS 55% of respondents indicated that they found feedback useful following self-assessment. Of these respondents, 54% indicated that being able to first specify areas of difficulty was the reason why. However, 34% of all respondents indicated that they still lacked confidence in accurately evaluating their work. CONCLUSIONS Students’ lack of confidence in their ability to self-evaluate suggests that perhaps they are not given sufficient opportunity to practice this skill. Although our current model could be extended into any setting, the value of self-evaluation first needs to be understood by students in order to promote their full engagement with this process

“What’s Biochem got to do with it?” Student evaluation of context-based undergraduate biochemistry for health science (CUBHS) instruction

The ongoing debate on the relevance of biochemistry to the health sciences stems from a lack of emphasis on clinical contexts (Gwee, Samarasekera and Chay-Hoon, 2010). This has led to a foundational-clinical gap and negative perceptions of this foundational subject. The Context based Undergraduate Biochemistry for Health Science or CUBHS learning resources were developed to address the aforementioned gap. Forty undergraduate students of pharmacy, psychology and nursing participated in separate CUBHS workshops. For each workshop, students were introduced to a biomolecule through a clinical scenario, provided collaborative learning opportunities to link biochemistry and clinical knowledge and given time to apply biochemistry knowledge in patient care through role-plays. The resources were evaluated through surveys and interviews. Survey data revealed that 90% of students agreed that CUBHS provided the link between biochemistry knowledge (BK) and a clinical scenario (CS). Moreover, 86% of the students agreed that CUHBS facilitated a deeper understanding of biomolecules and their clinical implications and 93% of the students agreed that CUHBS provided opportunities to integrate BK in a CS. Collaborative activities like diagram-making and the patient-to-health-professional role play were described as “very enjoyable” and “very useful” in understanding the link between BK and CS. In conclusion, the aim to link foundational knowledge and clinical application through CUBHS was achieved

“I have my Fellowship, now what?” Supporting Post-award Teaching and Learning Practice, Reflexivity and Planning

Introduction. Professional recognition programs, such as teaching and learning fellowships, give participants opportunities to reflect on their professional practice and further development. However, there are few theoretical principles and forms of support to help awardees engage in dedicated post-award critical reflection and futurefocused planning (Shaw, 2018). This showcase presents the outcomes of a research project addressing this issue. Aims. The project consists of two studies that share the research question: ‘What forms of support can be provided for post-award teaching and learning practice, reflexivity and planning?’. The first study sought to develop a tool that could be leveraged by Fellows of professional recognition programs to support and enhance post-award practice, reflexivity and planning. The second study (in progress) investigates other forms of support for higher education staff (academics, academic developers and institutional leaders) who have been awarded a Fellowship. This showcase presents the outcomes of the first study. Methods. Design-based research (DBR) (Anderson & Shattuck, 2012) was utilised in the first study. Following the principles of DBR, four HERDSA Fellows and two Associate Fellows successfully designed a tool that would assist reflection, practice and future planning in the post-award phase. Results. The multi-component tool, and qualitative evidence of its effectiveness, will be presented. Discussion. The ‘finiteness’ of professional recognition programs has been acknowledged as being problematic for some time (see, for example, Israel, 2012). Experience also tells us that there is a need for stronger approaches to guide practice development in the post-award phase of recognition programs. This showcase presentation addresses what could happen next in that phase, and provides opportunities for further conversation. (281 words) References Anderson, T., & Shattuck, J. (2012). Design-based research: A decade of progress in education research? Educational Researcher, 41(1), 16-25. https://doi.org/10.3102/0013189X11428813 Israel, M. (2012). The key to the door? Teaching awards in Australian higher education. Australian Learning and Teaching Council. http://researchrepository.murdoch.edu.au/id/eprint/54826 Shaw, R. (2018). Professionalising teaching in HE: the impact of an institutional fellowship scheme in the UK. Higher Education Research & Development, 37(1), 145-157. https://doi.org/10.1080/07294360.2017.133675

Using videos to improve the student laboratory experience

The planned “ideas exchange” session will focus on our experiences in using videos as pre-laboratory exercises and post-laboratory tutorials to enhance and improve laboratory classes. Laboratory classes are an integral component of a Bachelor of Sciences undergraduate degree and are designed to develop proficiency in technical skills, provide an opportunity to place theory in context, develop critical thinking skills and promote enquiry based learning. There is increasing evidence that pre-laboratory preparation is beneficial to student learning as students who are well prepared for their laboratory classes are reported to more readily acquire laboratory skills, be more confident to carry out the specified activities during class and derive maximum benefit from their laboratory experience. Similarly post-laboratory tutorials or “wrap-up” sessions are an effective means of concluding a learning exercise and useful to provide feedback on data generated for report writing and reflection. Brief videos specific to several laboratory classes have been prepared which provide both the pre-laboratory exercises and the post-laboratory tutorials which anecdotally has improved the laboratory experience and facilitated increased student engagement. Such experiences in class will be paramount in developing our students as independent learners, researchers, critical thinkers and generators of knowledge and as such is an issue directly aligned with the conference theme on developing students

Assessment literacy: Exploring institutional, teacher and student perspectives

BACKGROUND Assessment literacy is students’ understanding of the purpose and process of assessment, the ability to judge/evaluate their response to assessments, identify strengths/weaknesses and strategies to improve their work. Engaging students with activities that foster assessment literacy enhances learning potential and ensures development/demonstration of attributes necessary for work and lifelong learning. AIMS Explore to what extent we provide students opportunities to develop assessment literacy. DESIGN AND METHODS We gathered institutional, staff and student data from final-year units in five courses. By developing a tool based on Monash’s Assessment Framework1, we mapped all assessments to identify the extent to which literacies are developed. Through staff interviews we investigated strategies adopted to develop assessment literacy, and surveyed students to explore their perspectives on assessment literacy. RESULTS Our tool effectively mapped assessment types, highlighting range, gaps and areas for improvement. Staff interviews revealed that strategies applied were course-specific, with vocational courses employing more career-focused assessments. Overall, final-year students demonstrated attributes associated with assessment literacy, critical for developing evaluative judgement. CONCLUSIONS Our systematic approach to mapping assessment literacy could potentially be applied to any course in order to ensure that assessments are fit for purpose. 1Monash Assessment Vision: http://www.intranet.monash/learningandteaching/learningandteachingquality/assessment-visio