The Student Experience

Transcription

1 Higher Education Research and Development Society of Australasia, Inc The Student Experience Proceedings of the 32 nd HERDSA Annual Conference 6-9 July 2009 Darwin, Australia Giles, E. (2009) A student initiated conference fostering the teachingresearch nexus in medical radiation science, in The Student Experience, Proceedings of the 32nd HERDSA Annual Conference, Darwin, 6-9 July 2009: pp Published 2009 by the Higher Education Research and Development Society of Australasia, Inc PO Box 27, Milperra, NSW 2214, Australia www. herdsa.org.au ISSN: ISBN: This research paper was reviewed using a double blind peer review process that meets DEEWR requirements. Two reviewers were appointed on the basis of their independence, expertise and experience and received the full paper devoid of the authors names and institutions in order to ensure objectivity and anonymity. Where substantial differences existed between the two reviewers, a third reviewer was appointed. Papers were evaluated on the basis of originality, quality of academic merit, relevance to the conference theme and the standard of writing/presentation. Following review, this full paper was presented at the international conference. Copyright@ 2009 HERDSA and the authors. Apart from any fair dealing for the purposes of research or private study, criticism or review, as permitted under the Copyright, Design and Patent Act, 2005, this publication may only be reproduced, stored or transmitted, in any for or by any means, with the prior permission in writing of the publishers, or in the case of reprographic reproduction in accordance with the terms and licenses issued by the copyright Licensing Agency. Enquiries concerning reproduction outside those terms should be sent to the publishers at the address above.

2 A student initiated conference fostering the teachingresearch nexus in medical radiation science Eileen Giles University of South Australia, Adelaide, Australia The teaching-research nexus is integral to the teaching and learning framework of many universities as a form of experiential learning to engage students. It can be thought of as those activities that allow students to develop a research orientation towards their discipline or profession. Whether they plan a research career or professional practice, these research skills are integral to ongoing professional development. Medical Radiation Science students regularly examine discipline specific content through case based learning. Students investigate topics related to patient cases and consult evidence in the literature to apply best practice recommendations to their case study presentations. This form of assessment fosters the link between evidence, discipline knowledge and professional practice. A group of Radiation Therapy (RT) students motivated by the idea of a RT Student Conference successfully converted this concept through a case study, into a student-initiated reality, with support and resources from the university and their professional body. Keywords: teaching-research nexus, student conference Introduction The student experience of their discipline, in this case Radiation Therapy (RT), is supported by the connection between gaining discipline specific knowledge and the application of that knowledge through professional practice. The role of research in RT is to shape professional practice through knowledge creation and providing evidence. University courses are designed to equip students with skills that enable them to at least be consumers of, and at best, producers of research and appreciate best evidence to inform their future practice. The author s challenge in teaching is providing meaningful ways for students to partake in or mirror the processes of research whilst maintaining the link with professional practice and discipline knowledge, as illustrated in Figure 1. Elton (2001) argues that a positive research and teaching link primarily depends on the nature of the students learning experiences With this in mind, examples of such experiential learning would include those where the student is a participant and experiencing research activity in the context of their discipline. 567 Annual Conference 2009

3 Figure 1: TR Nexus (UniSA 2008 with permission) Professional practice Healy (2005) argues that the discipline is an important mediator in influencing the connection between research and teaching that benefits student learning. The place of research within professions or disciplines is often defined by professional bodies and can shape curriculum design for university accreditation. As accredited practitioners the Scope of Practice of qualified Radiation Therapists is defined by the Competency Based Standards. The 5 Standards are: 1. Knowledge and Understanding 2. Critical Thinking and Evaluation 3. Professional and Ethical Practice 4. Care and Clinical Management 5. Lifelong Learning (Australian Institute of Radiography, 2005) On closer examination of the fifth standard, Lifelong Learning (Table 1), the descriptors and outcomes give clear direction for connection to university curricula. Annual Conference

4 Table 1: Australian Institute of Radiography (AIR) Competency Based Standards, 2005 p.20 Lifelong learning requires learning new skills such as how to acquire knowledge, but also involves developing an attitude to learning: To help students to become lifelong learners, they must assume responsibility for their education while at university. (Parkinson, 1999 p.1) In fostering this practice, the attributes of the Radiation Therapist are mirrored. By embedding these skills in undergraduate courses students learn to establish lifelong learning attributes essential for continuing professional development on graduation. Professional development In descriptor 5.1 of the standard, the profession makes provision for lifelong learning through the Continuing Professional Development (CPD) Program which is mandatory for accredited practitioners. Radiation Therapists must fulfil the requirements of CPD to maintain a validated statement of accreditation and membership of the AIR. Approved activities include postgraduate study, attendance and presentation at scientific meetings and conferences, reading discipline specific journals, conducting research, development of protocols, workplace training and convening or chairing a session at a conference (AIR, 2007). Some of these examples have the potential to be experiential student learning activities that link discipline knowledge with research and professional practice. Research Research is also highlighted in descriptor 5.3 of the standard, where research understanding, activity and participation in evidence based practice are identified outcomes. Appropriate student learning activities are those that develop skills in literature searching, identification and critical appraisal of evidence, reflective practice, proposing a research question, collecting and analysing data and reporting or presenting results. Again, the focus can be on gaining 569 Annual Conference 2009

5 knowledge within the context of the profession. Construction of curriculum and the design of learning activities that will best develop professional attributes are encouraged by the professional accrediting body (AIR Educational Policies, 2004). Linking research and teaching There is much in the literature about linking research and teaching and strategies for doing so. The links are highlighted in Kolb s learning Cycle (1983) where the research is likened to evidence that is reflected upon, conceptualised and subsequently tested. The concrete experience could be a research related experiential learning activity. The cycle of learning highlights the importance of reflection on experience followed by demonstration that this experience has contributed to increased attainment of knowledge and professional attributes. Figure 2: Kolb s Learning Cycle as adapted by Smith, M. K., 2001 Kolb (1983) shows learning to be a circular process where the cycle begins again and the learner reflects further, refines and experiences again. Students of the Medical Radiation program link discipline specific knowledge, professional practice and research based process through case based learning. Students investigate topics related to patient cases and must consult evidence in the literature to apply best practice recommendations to the case study. A further reflection on experience gained in their clinical placements allows the student to connect their learning to professional practice. Evidence based practice is embedded into the curriculum and students develop skills in literature searching, identification and critical appraisal of evidence that they then share with their peers in tutorials. Strategies for universities to link teaching and research are explored by Jenkins and Healey (2005). These are categorised into developing institutional awareness, supportive pedagogy and curricula, research policies and university structure to support the nexus. There are numerous ways of linking teaching and research as suggested by Healey (2005). The linkage varies and curriculum design can be influenced by whether: the emphasis is on research content or research processes the students are treated as the audience or participants the teaching is teacher-focussed or student-focussed. Annual Conference

6 He also argues that if students are actively involved in conducting some or all of a research project they will gain more benefit than if they are simply observers. He lists the following methods of linking research and teaching: 1. Bringing data and findings from research into the curriculum 2. Developing students appreciation of research in the discipline 3. Developing students research skills (explicitly, in addition to other disciplinary and generic skills) 4. Using assignments that involve elements of research processes (e.g. literature reviews, bidding for grants, drafting bids or project outlines, analysing existing project data, presenting at a conference ) 5. Using teaching and learning processes that stimulate research processes (e.g. project-based modules, dissertation modules, problem-based learning) 6. Giving students the opportunity to work on research projects alongside staff (e.g. as a research assistant) 7. Giving students first-hand experience of commercial consultancy (e.g. as an intern, as work-based learning, as a consultant assistant or as a supervised consultant). (p.187) Many of these methods offer experiential learning opportunities for students to participate in research activities. Elton (2001) supports this view of getting students to engage actively in their learning and favours curriculum design that is student centred. Innovative examples of student research activity In considering the various methods available, examples of innovative learning activities for students to experience research in the context of their discipline were sought. In particular, those that mirror professionally based social activities are of interest to the author. The University of Leeds produces a scholarly journal entitled Biolog-E specifically for undergraduate student research. The journal is open to all undergraduate students from the Faculty of Biological Sciences (Biolog-E, nd), and students are encouraged to submit papers and also to get involved in the editorial process. Similarly, the University of Cambridge has hosted a Student Conference on Conservation Science, 2008, a conference aimed entirely at students, and has attracted delegates worldwide. Students have an opportunity to present papers or posters and attend workshops on developing research within their field. But perhaps a more innovative conference activity, in that it avoids travel and accommodation costs, is the Come Travel Student Virtual Conference, (nd). This virtual conference is held online, during a nominated week, for Tourism students at the University of Lincoln and incorporates peer review and assessment. These examples of learning activities for students all connect research to discipline knowledge within their chosen profession. A local example the student initiated conference A group of RT students presented a case study assessment to their cohort in the style of a mock student conference. They presented their topic in a novel way and engaged the audience as attendees at their seminar. Motivated by the idea of a real RT Student conference, these students successfully then converted this concept into a student initiated reality. A student conference committee was formed and met regularly to plan the event. Decisions were made regarding date, time and venue and advertising flyers circulated to all RT students 571 Annual Conference 2009

7 and also to the RT clinical staff at two local hospital departments. A call for presentations was ed to all three year levels of RT students and the committee spoke to each student cohort to encourage attendance and participation. In order to further encourage qualified RTs to attend, the committee obtained a Continuing Professional Development (CPD) appellation which required aims and objectives to be articulated and evaluation to be sought from the attendees. The students stated aim was to provide a professional forum at which students can present academic work in regard to their current and future professional development. The program included presentations by students from all three year levels as well as two presentations from current Professional Development Year (PDY) RTs. The second year students had produced posters for a recent assessment task and these were included in the conference program and displayed on the day. The conference committee administered registrations and approached the Australian Institute of Radiography (AIR) for material for to include in conference bags for all attendees. The School of Health Sciences and the State and National branches of the AIR provided support for prizes and refreshments. The program consisted of nine presentations, each being minutes in duration. The total number of attendees was 52 and students, PDYs, qualified RTs and university staff were all represented. The student presentations were diverse and covered topics such as patient care, professional interactions, cast making, interstate clinical placements, undertaking a vacation research scholarship and emerging technologies in RT. The PDY presentations related the graduate experiences of completing an Honours year and entering the workforce. The feedback gained from the student attendees was extremely positive: I have learnt a lot of stuff I haven t heard about before or I didn t know about before, eg. Evolving technologies, PDY info. I loved seeing my mentors and people I worked with during clinical. Interacting and hearing from people at different years within the course. Those ahead of us imparting knowledge. Great job 3rd years for organising it. It was a very interesting conference. There was a wide range of different presentations that expanded my knowledge on RT. I felt that the PDYs information was great for future job prospects. Thought it was great. Looking forward to next year. Conclusion The process of organising and participating in a student conference provided students with an experience of sharing professional knowledge with their peers. Even though many had not attended a conference previously, they obtained an appreciation of what was involved and gained valuable skills in learning. The teaching-research nexus is central to this example of a student initiative that links shared learning with their professional practice. This is supported by Jenkins and Healy s categories of developing institutional awareness as well as supportive pedagogy and curricula. The students were encouraged and supported by the University but also by their professional body, thereby establishing a link with their profession and mirroring continuing professional development. The activity illustrates that students identify as future RT Professionals and value a forum for gaining and sharing discipline specific knowledge. Annual Conference

8 References Australian Institute of Radiography (AIR) (2004). Education Policies. Victoria Australia. Australian Institute of Radiography (AIR) Professional Accreditation and Education Board (2005). Competency Based Standards for the Accredited Practitioner. Victoria, Australia. Australian Institute of Radiography (AIR) (2007). Guide to AIR Continuing Professional Development. Victoria Australia. Biolog-E: The undergraduate bio-science research journal, University of Leeds. (Retrieved ) Come Travel Student Virtual Conference University of Lincoln (nd). (Retrieved ) Elton, L. (2001). Research and teaching: conditions for a positive link. Teaching in Higher Education, 6, Healey, M. (2005). Linking research and Teaching to Benefit Student Learning. Journal of Geography in HigherEducation, 29 (2), Jenkins, A., & Healey, M. (2005). Institutional strategies to link teaching and research. The Higher Education Academy, York Kolb, D.A. (1983). Experiential Learning: experience as the source of learning and development. Prentice Hall, New York. Parkinson, A. (1999). Developing the Attribute of Lifelong Learning. 29 th ASEE/IEEE Frontiers in Education Conference, Puerto Rico (Retrieved ) Smith, M. K. (2001). 'David A. Kolb on experiential learning', The encyclopedia of informal education, (Retrieved ) Student Conference on Conservation Science University of Cambridge (2008). (Retrieved ) T-R Nexus University of South Australia (2008). In a nutshell (used with permission) (Retrieved ) Copyright 2009 Eileen Giles: The author assigns to HERDSA and educational non-profit institutions a nonexclusive license to use this document for personal use and in courses of instruction provided the article is used in full and this copyright statement is produced. The author also grants a non-exclusive license to HERDSA to publish this document in full on the World Wide Web (prime site and mirrors) on CD and in printed form within HERDSA 2009 conference proceedings. Any other usage is prohibited without the express permission of the author. 573 Annual Conference 2009