Ghoreishizadeh, S

Thomas, M

Vanhoestenberghe, A

English

UCL Discovery

Click to add pictureResearch projects from home: what skills do students acquire outside the labs?Sara Ghoreishizadeh - Aspire-CREATe and UCL Div. of Surgery & Interventional ScienceMichael Thomas - London Centre for Nanotechnology & Dept. Biochemical EngineeringAnne Vanhoestenberghe - Aspire-CREATe and UCL Div. of Surgery & Interventional ScienceWhy we formed this panel:To engage the audience in a discussion with a hope of generating cross-pollination of ideas and collating an overview of good practices from across fields.Introductions• Sara Ghoreishizadeh Aspire-CREATe and UCL Div. of Surgery & Interventional ScienceModule: SURG0161• Michael Thomas London Centre for Nanotechnology & Dept. Biochemical Engineering.Module: BENG0070• Anne Vanhoestenberghe Aspire-CREATe and UCL Div. of Surgery & Interventional ScienceModule: SURG0095BENG0070: Bioprocess Research ProjectBSc Bioprocessing of New Medicines & MEng Engineering Ca. 36 students at L6 and L7. Two streams within each focused on science / business.• Projects typically fall within the remit of Biochemical Engineering but staff cover a broad range of disciplines • Some lend more readily to remote formats (e.g protein modelling, reactor modelling, multivariate data analysis• Others are more challenging (e.g synthetic biology, cell culture, tissue engineering). • Typically projects  straddle computational/practical work. Small experimental elements may be key to supporting a more dominant computer-based project for example. BENG070 – Pandemic Project Planning "Firstly, I find that lab-basedprojects are much more uniqueand allow you to acquire a lotmore knowledge than desk-based projects. Secondly, I have only had a few laboratory sessions so I would like to practice my labskills more before graduating to increase my employability.""throughout my degree I realised that I am not very comfortable with computational design and analysis, so I would strongly prefer working on a laboratory-based research project which I feel more comfortable with""My primary career aspiration is to enter academia and carry out research. One of the most important aspects of academic research is the synthesis of new information from pre-existing sources. Therefore, a critical literature review will allow me to further develop my skills in this area whilst providing the perfect stepping stone towards my goals"Several streams on BENG0070 – different desires focused around employability and what constitutes "research".Lots of time was invested in explaining how research and the "scientific method" drives all project types.BENG070 – 2020-21 ILOsDemonstrate a practical aptitude for laboratory research Not MetGain basic research skills, become confident users of relevant equipment and learn experimental techniquesPartially MetDesign experimental plans and exercise creativity MetOrganize, analyse and present data with statistical analysis MetDraw accurate conclusions from the data obtained and compare with the published literature MetPresent research findings in a technical report MetPrepare a scientific poster and discuss the results obtained with an expert audience Met1. Demonstrate a practical aptitude for laboratory research• Typically we provide a spread of project types:• Laboratory-based (various formats) (ca 50%) - - - Not available for 20/21• Computation/Simulation/Data Analysis (ca 40%) - - - 20/21 (ca 60%) encourage use of old data or data generated by PGR.• Literature Review (ca. 10%) - - - 20/21 (ca 40%) aimed for systematic literature reviews.2. Gain basic research skills, become confident users of relevant equipment and learn experimental techniques• In 20/21 relevant equipment became computers / remote access. • Experimental techniques predominantly limited to those usually found in C/S/DA projects3. Design experimental plans and exercise creativity• For systematic reviews this became a general "methods plan" to cover experiments and search methodology. Students given a lot of flexibility to define scope and establish methods.4. Organize, analyse and present data with statistical analysis• Well met for all projects apart from literature review. Promoted systematic literature reviews and blended projects (part literature review to inform simulation for example). Many staff found systematic literature reviews very hard to propose in their areas. ACC Engineering UG final year project support very helpful alongside scientific writing course (Dr. Sunny Baines), and UCL Library Skills resources.Have others experienced pushback on the value of literature review research projects vs. Practical/computational?Challenges in helping staff adapt to remote project proposals?Please add any thoughts to the chat.SURG0161(L6, 30 credits, 16 students)BSc in Medical Science and Engineering -The project should answer a research question or test a hypothesis generated by the student. It can be undertaken in one of the following areas: •  ‘wet/bench’ or ‘dry’ laboratory science•  engineering design, manufacture and testing •  In-silico modelling-This is a cross-Faculty (Engineering & Medical Sciences) module: 4 UCL Departments and 3 UCL campuses. - ILOs are formulated so they are generic and apply to diverse project topics.• Normally all project are non desk-based* projects.*non desk-based project: a project that requires work/interaction with a non-domestic substance or an equipment other than a computerSURG0161 –  2020-21 ILOsIntended Learning Outcome (ILO) Met ? Why/how?1-Understanding the overarching research process Yes -2- Understand how research questions and hypotheses are generated and present these in a concise way (oral presentation)Yes -3- Develop subject and technique specific skills (e.g. laboratory techniques, design techniques)Partially Mainly limited to desk-based techniques where more focus is given to either literature review, design, or data analysis. Students developed skills in these areas but not necessarily the lab/technical skills.  Only 2/16 projects had practical elements.4- Gain subject specific knowledge Partially The lab/technical skills could only be acquired through following online lab simulators. The know-how and technical knowledge could be acquired  through discussions with supervisor and team members (e.g. attending group meetings) but not through experience.5- Communicate findings in the form of a scientific poster and presentation and thesisYes Poster assessment was online where examiners met and assessed students individually. The students then had a “poster party” to discuss their poster with each other.SURG0161- ILOs on Research and data skills• 1) "Understanding the overarching research process/Gain subject specific knowledge"• There are lectures/lessons on what research is, core research criteria, and typical steps in conducting a research project.• Students write an "inception report" on the rationale of their study. They also plan their project (tasks/deliverables/milestones) and receive feedback on their plan from supervisor and module lead. • Students are invited to attend departmental monthly research webinars & video recordings of these are made available to them. They are invited to the annual Student Research Symposium.• Supervisors invite students to their research group meetings which allows the student to further observe and understand research process >> increasing overall contact hours • 2) No ILO directly on "data analysis", However, students are asked to perform appropriate analysis of data and report this w/ appropriate interpretation"• Students were taught basic statistics in a previous module. Moreover, the weekly "Supporting Sessions" covers topics such as statistics. • Students were shown how to present data + examples of good/bad data presentationSURG0095 – 2020-21 ILOSMSc in Rehabilitation Engineering and Assistive Technologies• Critically identify and evaluate work published by others associated with their field. • Identify gaps in the knowledge, conduct requirements analysis and formulate appropriate (realistic, timely, relevant) project aims; • Plan an experiment or product development protocol, including data collection and appropriate analysis• Produce design/software/hardware to a given quality specification (not always applicable)• Critically test and evaluate their own work, including interpretation of statistics if applicable • Propose future areas of development • Present their work in written and in oral form to a critical audience • Manage their time and resources, including optimising their interactions with their supervisorsSURG0095 – 2020-21 ILOSCritically identify and evaluate work published by others associated with their field.  MetIdentify gaps in the knowledge, conduct requirements analysis and formulate appropriate (realistic, timely, relevant) project aims;  MetPlan an experiment or product development protocol, including data collection and appropriate analysis Not metProduce design/software/hardware to a given quality specification (not always applicable) PartiallyCritically test and evaluate their own work, including interpretation of statistics if applicable  PartiallyPropose future areas of development  MetPresent their work in written and in oral form to a critical audience  MetManage their time and resources, including optimising their interactions with their supervisorsMetSURG0095 – 2021-22 ILOs• Critically identify and evaluate work published by others associated with their field • Identify gaps in the knowledge, conduct requirements analysis and formulate appropriate (realistic, timely, relevant) project aims • Develop a method to achieve the aim with set resources (time, budget, equipment,...). • Critically test and evaluate their own work, including interpretation of statistics if applicable • Propose future areas of development • Present their work in written and in oral form to a critical audience • Manage their time and resources, including optimising their interactions with their supervisorsSURG0095 How did students acquire "Research Skills"ILO: "Gain basic research skills / Understanding the overarching research process/ Develop a method to achieve the aim with set resources". • Term 1 module on "Scientific Enquiry in Rehab Eng": students write report based on their individual project, the learning from one module is put into practice in another.• Module lead highlights the importance of these skills and placing them in a broader context, beyond Academic Research.• Message: core research skills are not technical, hence can be acquired even with remote projects. Our MSc trains engineers, not technicians.SURG0095How did students acquire "Data Skills"?ILO: "Organize, analyse and present data with statistical analysis / Appropriate analysis of data / Interpretation of statistics"• Also linked to SURG0091, but teaching of statistics is an ongoing challenge.• We have limited resources within the Centre, and a range of projects that require a breadth of statistical methods.• Most text books and online courses available (incl UCL's) are either very generic (means, average,…) or too specific.• Above all, students struggle with interpretation of statistics• This is a recurring challenge in our programme, not related to whether a project is remote or in situ.• Remote projects: some used existing data, others are collecting single data sets and working on n-of-1 designs.• How do you do it?ChallengesChallenges of remote, or "limited lab access", projectsResearch project module leads, together with their programme teams, face two challenges:a) Conceiving projects that can safely be conducted remotely and enable the students to meet the ILOb) Conceiving projects that we have the resources to deliver, Resources are:• Supervisory staff expertise, • Dedicated staff if the project relies on technical procedures to be conducted for the student (either because the students are remote or have limited access, or the procedure is too complex for students with limited training),• BudgetStudent SurveyQuestionnaire Question 1Questionnaire Question 1&2Questionnaire Questions 5&6Students opinionAverage Project Rating: Good (2.6)Questionsa Understanding the overarching research processbCritically identifying and evaluating work published by others associated with the fieldcUnderstanding how research questions and hypotheses are generated and presenting these in a concise waydIdentifying gaps in the knowledge and creatively formulating appropriate (realistic, timely, relevant) project aimse Developing subject and technique specific skillsf Gaining subject specific knowledgeg Proposing future areas of developmenthCommunicating scientific work to a critical audience (could be oral presentation, report, poster,...)ITaking ownership of project, managing time and resources, including optimising interactions with supervisorsBreakdown of answers from a few studentsStudent kILO acquired though not expected• Understanding of the overarching research process• Understanding how research questions and hypotheses are generated and present these in a concise wayILO expected but not acquired • Critically identifying and evaluating work published by others associated with the field;• Identifying gaps in the knowledge and creatively formulating appropriate (realistic, timely, relevant) project aims;• Proposing future areas of development; Project rating: neutralStudents m and nILO acquired though not expected• Understanding how research questions and hypotheses are generated and present these in a concise way;• Critically identifying and evaluating work published by others associated with the field;ILO expected but not acquired • None• Developing subject and technique specific skillsProject rating (both students): goodFree text answersRemote learning pushed the importance of regular meetings and ensured better tracking of what progress had been made. It was a lot clearer about supervisor availability. I got the freedom to redo my project question and make it into something far more valuable as part of contingency planning. My only thought would be I wish there was greater flexibility and less of a rush to enable more original and tailored projects in term 1.I have a great supervisor, and second-supervisor, they are very engaged and discussion is simple with them. They will not hesitate to tell me if an idea is wrong or not adapted to the project and that allows for faster progress.Comments and shared documents allow for greater communication and are a very important tool for group working or sharing ideas.Both of supervisors are really engaged, organised, supportive and give constructive feedback.I am doing a practical project, I was able to purchase the necessary equipment to complete my project.Thank you for your attentionWe hope you have questions, comments, suggestions,...

Research projects from home: what skills do students acquire outside the labs?

https://discovery.ucl.ac.uk/10138846/1/Vanhoestenberghe2021%20-%20Remote%20Research%20Projects%202021.pdf

Research projects from home: what skills do students acquire outside the labs?

Abstract

Similar works

Full text

Available Versions

UCL Discovery