Engaging first year students in Biochemistry through co-design of module delivery

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Abstract

Introduction

As cohorts become larger and more diverse, there is a need to comprehend how to engage students1. This can be done by encouraging the ‘students as partners’, placing them in a more active role, considering them as ‘co-producers’2. Three dimensions of student engagement have been reported in the literature - behavioural engagement, emotional engagement and cognitive engagement3. Research has shown that it is the combination of the three dimensions for the student which is important and is something to be considered when co-designing with students and maximising engagement4.
Aim
To co-partner with students through co-design of module delivery to enhance student engagement and overall experience.
Methods
This study involves a first year MPharm and MSci module in the School of Pharmacy and Pharmaceutical Sciences at Ulster University. Feedback from these students has shown that the topic of Biochemistry is a “dry” subject area and is long and laborious to learn. In this study, the academic partnered with first year and second year students with the aim to making the subject area more engaging. Consultations took place during class and also on an individual basis using a questionnaire as a guide.
Results
•50% prefer a mix of learning, i.e. recorded lecture and active learning in class with quizzes, MCQ’s, apps, etc.
•44% of the class said they prefer the traditional style of teaching, i.e. lecture and listen.
•6% of the class prefer out of class recorded lectures.
•75% prefer to answer questions anonymously in class.
•94% said that they “always” accessed material on Blackboard Learn VLE.
•25% had used apps in or out of class - Nearpod (12.5%) or other (12.5%)
•The majority of the students who had used Nearpod did not like it (75%) as they were unsure how it worked and did not like being out of control of the slides.
•The other apps used (Anki, Kahoot and Google Classroom) received positive feedback.
Conclusion
•Traditional lectures in class and recorded with optional supplementary reading.
•Active learning activities in class such as quizzes/MCQs.
•Optional use of technology in class to ask/answer questions.
•All materials available on Blackboard learn.

References
1.Coates, H. and McCormick, A. C. (2014). Student engagement: A window into undergraduate education. In H. Coates, & A. C. McCormick (Eds.), Engaging university students: International insights from system-wide studies (pp. 1-12). New York: Springer.
2.McCulloch, A. (2009). The student as co-producer: Learning from public administration about the student-university relationship. Studies in Higher Education. 34(2), 171-183.
3.Curran, R. (2017). Students as Partners—Good for Students, Good for Staff: A Study on the Impact of Partnership Working and How This Translates to Improved Student-Staff Engagement, International Journal for Students as Partners. 1 (2), 1-16.
4.Solomonides, I. (2013). A relational and multidimensional model of student engagement. In E. Dunne & D. Owen (Eds.), The student engagement handbook: Practice in higher education (pp. 43-58). Bingley: Emerald Group Publishing Ltd.

Original languageEnglish
Pages95-96
Number of pages2
Publication statusPublished (in print/issue) - 7 Nov 2023
Event10th All Ireland Pharmacy Healthcare conference - Ballymascanlon House Hotel, Dundalk, Dundalk, Ireland
Duration: 6 Nov 20237 Nov 2023
Conference number: 160
https://iiop.ie/news/all-ireland-pharmacy-conference-2023-call-abstracts-deadline-extension

Conference

Conference10th All Ireland Pharmacy Healthcare conference
Abbreviated titleAIPC2023
Country/TerritoryIreland
CityDundalk
Period6/11/237/11/23
Internet address

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