Project U, a unique undergraduate research training initiative
21 April 2009
Our teaching approaches include lectures, small group learning and problem solving, ownership of outcomes, practical skill development and participation in assessment. We teach our students that research has many different approaches and that there is value in all of them. We also show students that statistics are tools to assist in summarising and understanding data, an approach that has particularly assisted in breaking down barriers to reading the research literature. We embed different methods of teaching into our research training model to ensure that students attain as many graduate qualities as possible.
Practical research activities include collecting data from children on school premises. Six measurement stations are used and the students then participate in data amalgamation at the end of data collection. The first station is the questionnaire station, which includes assigning appropriate (pre-set) ID numbers to participants, reconfirming their previously written informed consent on the day of testing, refamiliarising them with the study process and checking that questionnaires have been appropriate completed. The other stations collect data related to the child's assigned ID number, on anthropometric data, school backpack contents, weight and design, child's balance and coordination, child's muscle performance (strength and endurance), hypermobility and standing posture.
Data handling and analysis is also taught. Each student learns to record data appropriately on child identity, and to enter this data accurately using MS Excel. Validation techniques are taught, whereby students check their data entry for accuracy before presenting it to senior research staff for inclusion in the overall dataset.
Students work in small groups for all activities, which teaches them team management skills. They work together to set their research questions based on required data items, and with the assistance of senior research and teaching staff, identify the research design and statistical analysis required to answer the research question. They all have a responsibility to contribute to the final research report, in the manner expected of professional research groups (i.e. taking ownership of each step in producing the research report) (ref JAMA conditions for authorship)
This program gives undergraduate students a hands-on experience of research endeavors, as they join an existing research project with well developed structures and processes. Whilst they do not have responsibility for research design or overall organization, they are integrally responsible for the year-to-year running of the project. This gives them a sense of ownership over research activities and outcomes for their particular year group. Student outcomes are learning about measurement issues (including data recording, reliability and error), learning to work in small groups, setting research questions on a specified set of data, identifying the appropriate statistics to answer the research question, and writing up the findings in a research report which could be submitted to a peer reviewed journal .
This project collects data from primary school and high school students. It commenced as a cross-sectional study in 1998, in which data on approximately 1300 students was collected from 12 Adelaide high schools. Since 1999, it has been a longitudinal study, in which the same information is collected from the same students each year throughout their school life. The high school study finished in 2003, when the cohort of students completed their hight schooling. The primary school project is ongoing.
The project:
- incorporates learning activities that assist each student to ask questions, plan methods of testing questions and locate, access and interpret information to assist in sustaining or refuting supporting arguments (logical, critical and creative thinking, acquisition and development of skills in information literacy for lifelong learning)
- provides a professional and authentic work environment where both individual and group performance such as peer evaluation are necessary and valued (working both collaboratively and autonomously, communicating effectively)
- offers assessment activities relevant to the graduate working environment-for example, scientific writing for professional publications, data management, participation in meetings-as well as highlighting key issues within research practice (effective communication, problem solving, logical and critical thinking, ethical practice)
Internal evaluation is by student feedback (using CEI and SET instruments), focus groups and individual written responses. Students evaluate the effectiveness of their small groups as part of the course evaluation process (worth 15% total marks), and employer feedback is sought by questionnaire.
External evaluation is made by consulting industry partners on their perceptions of the success of the project, for instance the Dept of Education and Children's Services (the overarching body) and each of the five schools in which data collection takes place. We invite parents of children to attend test days in the schools, and we receive feedback from them regarding their perceptions of the value of the project, and the interaction of our students with the school students.
Based on feedback from employers of our graduates over the last few years, we are pleased that our research training efforts appear to be producing young health professionals who are comfortable undertaking research activities within a department/practice, and who can lead by example. Over the past five years the general common responses include:
- About 90% of students agreed or strongly agreed that "The subject, to date, has clarified and broadened my understanding of research processes"
- 74% of students agreed or strongly agreed that "I feel I have a strong grasp of the need for reliability testing procedures"
- 84% agreed or strongly agreed that "I have a good understanding of how much work is required in designing accurate and effective research protocols"
- 78% agreed or strongly agreed that "Prior to this subject I did not know how to use computer spreadsheets such as EXCEL".
Common written comments submitted by students undertaking this course over the past five years include: " a good introduction to research...working in a group with other groups...enjoyable...insight into research...lots of practical skills... can actually see research in action-will make reading research articles a little less dreary...learning team work...dedication of staff members ...learning how to manage a project."
This project has been running since 1998. Each year small refinements are made to the way the project is introduced to students, and in the ways that they are trained in the requisite research techniques, based on student and peer feedback, and on project director and course coordinator's increasing skills in presenting the research training material, and organising the data collection processes. Changes include presenting the commercial and academic outputs of the project to each year group of student researchers to give them a bigger picture of the research outputs, giving them more time to practice computer skills, providing mentoring to small groups whilst setting their research question and determining the statistical tests that underpin it.
After 7 year, with completion of the high school data and a potential of 4 further years of data collection in the primary school, it was considered the ideal time to consider the future the course conducted in this way. Decisions need to be made about whether the same study could be conducted in other schools or whether specific aspects could be further investigated or whether a further large study along similar lines but addressing entirely different questions could be sought. The question was also raised about whether students could achieve the same objectives using an on-line format of delivery.
We will continue to refine the teaching and mentoring aspects of this project, in line with best practice teaching and learning activities, and based on student feedback. .
In 2004 Semester 1 the students collected data at Magill Primary School in accordance with the outline presented here. In 2004 Semester 2 there will a trial of delivering the course online in its entirety. The aims, objectives and assessment of the course will remain the same with emphasis on the group experience, accessing information, data entry and analysis skills and the writing of a scientific report. Student will form themselves into groups and separate online discussion areas will be made available for each group.
Data previously collected will be made available for completing the scientific report. Course co-ordinator and other support will also be incorporated. An evaluation form has been designed and will be completed by all students and the responses to the Semester 1 and 2 formats of delivery will be compared. Where responses between students in the two semesters differ markedly or seem contentious or ambiguous, further discussion, is planned in a focus group format to explore these issues further.