Research encounters: Seeding a research culture in first year
Abstract
This project was designed to engage and enhance the learning of first year students of biomedical science and allied health by introducing research based learning into the curriculum of the foundation year program. The project was highly organised to accommodate the interdisciplinary cohort of approximately 550 students, but allowed and encouraged creativity, inquiry and autonomy on the part of the students. The primary aim of the project was to demystify the university research culture for the students by allowing first-hand experience in the form of a 'research encounter'. The research encounters ranged from face-to-face ...
View more >This project was designed to engage and enhance the learning of first year students of biomedical science and allied health by introducing research based learning into the curriculum of the foundation year program. The project was highly organised to accommodate the interdisciplinary cohort of approximately 550 students, but allowed and encouraged creativity, inquiry and autonomy on the part of the students. The primary aim of the project was to demystify the university research culture for the students by allowing first-hand experience in the form of a 'research encounter'. The research encounters ranged from face-to-face interviews with academic researchers to designing a pilot study based on research questions within the faculty. Resources and support were readily available to help the students in all aspects of the project. The students worked in groups to develop the assessment item in the form of a poster, which is presented in the final week to their peers. The project was evaluated by pre- and post-encounter surveys that were analysed for significant differences in student perceptions. The interdisciplinary nature of the research poster presentations prepared students for future careers in allied health in which they will certainly work within interdisciplinary teams. Overall students developed a clearer understanding of the research culture within the university, made deeper connections with their peers, and clarified their career paths.
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View more >This project was designed to engage and enhance the learning of first year students of biomedical science and allied health by introducing research based learning into the curriculum of the foundation year program. The project was highly organised to accommodate the interdisciplinary cohort of approximately 550 students, but allowed and encouraged creativity, inquiry and autonomy on the part of the students. The primary aim of the project was to demystify the university research culture for the students by allowing first-hand experience in the form of a 'research encounter'. The research encounters ranged from face-to-face interviews with academic researchers to designing a pilot study based on research questions within the faculty. Resources and support were readily available to help the students in all aspects of the project. The students worked in groups to develop the assessment item in the form of a poster, which is presented in the final week to their peers. The project was evaluated by pre- and post-encounter surveys that were analysed for significant differences in student perceptions. The interdisciplinary nature of the research poster presentations prepared students for future careers in allied health in which they will certainly work within interdisciplinary teams. Overall students developed a clearer understanding of the research culture within the university, made deeper connections with their peers, and clarified their career paths.
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Journal Title
Focus on Health Professional Education: A Multi-disciplinary Journal
Volume
12
Issue
2
Copyright Statement
© 2010 ANZAHPE. Published version of the paper reproduced here in accordance with the copyright policy of the publisher. Personal use of this material is permitted. However, permission to reprint/republish this material for advertising or promotional purposes or for creating new collective works for resale or redistribution to servers or lists, or to reuse any copyrighted component of this work in other works must be obtained from ANZAHPE.
Subject
Medicine, Nursing and Health Curriculum and Pedagogy
Other Medical and Health Sciences
Curriculum and Pedagogy
Specialist Studies in Education