Projects matching your search criteria
Improving the PBL Experiences for First Year Nurses
Staff contact with students will be modified to bring about a change in stimulus for learning. Variations in students' backgrounds results in some feeling unchallenged whilst others are confused, discouraged and fall behind. This along with a full curriculum, leads to tutors falling back into a didactic approach to facilitation. The new weekly format will offer an introductory lecture and time for students to undertake some self study before they come together for group discussions around a PBL case.
Project Team: Ingrid Gouldsborough, Elizabeth Sheader Faculty: Life Sciences
Funding year: 2005
Keywords: nursing, pbl, self-study, case, medicine, anatomy, first year, facilitation
Case Study (PDF, 156.2Kb)
An Integrated Model of EBL in Practice
Previous development work will be evaluated using appropriate custom-designed instruments. This will help identify defining principles and describe working relationships that give access to the current experiences of students. From this the project will activate and embed EBL in the teaching programme and devise approaches to formal assessment.
Project Team: David Pottage Faculty: Medical and Human Sciences
Funding year: 2005
Keywords: design, medicine, psychiatry, postgraduate, individual, practice based, presentation, evaluation
Case Study (PDF, 69.4Kb)
Embedding Interdisciplinarity: Developing a Generic Undergraduate EBL Team Project Module
Global and societal issues are best addressed by
interdisciplinary teams. This requires graduates to be able to communicate their knowledge and skills across interdisciplinary boundaries. Building on previous work, this project will develop an undergraduate interdisciplinary EBL module which will be open to all disciplines across the university. 24 students from 5 disciplines will work together and provide feedback on their experiences of the module so as to identify institutional issues, including support for WebCT.
Project Team: Julia McMorrow, Charlotte Woods, Isobel Braidman, Susana Lorenzo, Caroline Bowsher Faculty: Humanities, Medical and Human Sciences, Life Sciences
Funding year: 2005
Keywords: interdisciplinary, undergraduate, webct, medicine, geography, spanish, languages, education, biology, teamwork, poster
Case Study (PDF, 137.4Kb)
Medical Assessment via EBL
The integration of a new self-assessment function will capitalise on the MedLea Virtual Learning Environment (VLE), which provides online resources for electronic PBL casebooks in order to support EBL. The new function (MAEBL) will enable students to contribute to a sustainable, formative self-assessment resource as well as enhance their own understanding of the subject of study.
Project Team: Andrea Owen Faculty: Medical and Human Sciences
Funding year: 2005
Keywords: medical, medicine, assessment, self-assessment, MedLea, VLE, case, question writing, MCQs, pbl
Case Study (PDF, 70.2Kb)
Application of Chemical Knowledge to the Clinical Understanding of Medicines
The aim of this project is to encourage pharmacy students to take an integrated approach to their learning across the subject areas of this multi-disciplinary degree. The objectives are for groups of pharmacy students to select a therapeutic area and select four drugs, complete an information retrieval and processing exercise and apply knowledge of their chemical properties to appreciate their clinical effectiveness. The desired outcome is the development of generic skills (databases, IT, teamwork) and enthusiasm for self-learning which will support them through their degree and in a career committed to CPD.
Project Team: Sally Freeman Faculty: Medical and Human Sciences
Funding year: 2005
Keywords: chemistry, clinical, medicine, pharmacy, pharmaceuticals, teamwork, poster, drugs, processing, CPD, first year
Case Study (PDF, 69.7Kb)
Conversion of an MSc Module in Physiological Measurements to EBL
This project will convert the conventionally taught 12 week 'Physiological Measurement's module into a Problem-Based Learning module. This module combines engineering knowledge and medical knowledge pertaining to vital sign monitoring; the latter part is similar to Nursing curriculum while the first part is akin to Electronic Engineering modules. It is intended that the final converted module will be of a multidisciplinary nature which could be effectively utilised by both Engineering and Nursing students as well as the MSc students targeted in this particular module. It is the intention to map the learning objectives (the existing curriculum) to an MCQ evaluation test and hence satisfy the requirement of curriculum coverage while at the same time ensuring that the learning process remains open ended.
Project Team: Dr Tony Matthews, Dr Paul Beatty Faculty: Medical and Human Sciences
Funding year: 2006
Keywords: physiology, physiological measurements, postgraduate, pbl, multi-disciplinary, engineering, medicine, medical, MCQs
An enquiry-based student-led project to develop a learning module on cultural competency for patient-centred communication
To develop an enquiry-based student-led learning module on patient-centred cultural competency; to enable Phase 2 medical students to demonstrate awareness of and respect for cultural diversity when communicating in the workplace.
Project Team: Valerie Wass, Maria Ahmed, Jo Hart Faculty: Medical and Human Sciences
Funding year: 2006
Keywords: student led, project, cultural, competency, patient-centred, communication, medical, medicine, diversity, workplace
Case Study (PDF, 578.4Kb)
Critical Project Development Skills in the History of Science, Technology and Medicine
The Centre for the History of Science, Technology and Medicine (CHSTM) provides service teaching to several hundred students from disciplinary backgrounds across the humanities and the social, physical and life sciences. By adopting an EBL approach to the delivery of its modules, the centre hopes to equip the students with the necessary skills essential for historical project work as well as other transferable skills such as independent learning and critical thinking.
Project Team: Dr James Sumner, Dr Flurin Condrau, Dr David Kirby Faculty: Life Sciences
Funding year: 2007a
Keywords: science, history, research, technology, medicine, project
Developing personal professionalism and career awareness early in the medical curriculum through Enquiry-Based Learning
A recent report on Medical Professionalism highlights the need to define 'career journeys', embed a commitment to professionalism and foster understanding of inter-professional roles. This project will establish an enquiry led educational framework to promote self awareness and professional development in phase 1 medical students. Using EBL tools we aim to encourage understanding of health professional roles and help students explore their own suitability for a career pathway.
Project Team: Val Wass, Sarah Smithson, Alex Langhorn, Andrew Whitmore, Thomas Kelley, Judy Stokes, Marie Shelley Faculty: Medical and Human Sciences
Funding year: 2007a
Keywords: medical, medicine, careers, professional, development
Critical Project Development Skills in the History of Science, Technology and Medicine
We have developed a short course using an enquiry-based approach to orient final-year students, some of whom have little or no prior experience, in techniques of archival research, critical source investigation, and the management of an extended writing project in the history of science, technology and medicine.
Project Team: James Sumner, Flurin Condrau and David Kirby Faculty: Life Sciences
Funding year: 2007
Keywords: archival research, medicine, technology, science, science writing, public policy
Case Study (PDF, 219.9Kb)
Developing Personal Professionalism and Career Awareness Early in the Medical Curriculum through Enquiry-Based Learning
This work describes the development and introduction of a pilot Career Awareness teaching session into the year-two medical student timetable. A total of 275 students took part in the pilot and their responses to questionnaires have informed the recommendations that we make.
Project Team: Alex Langhorn, Sarah Smithson, Judy Stokes, Thomas Kelley and Val Wass Faculty: Medical and Human Sciences
Funding year: 2007
Keywords: Career Awareness, medicine, career,
Case Study (PDF, 152.9Kb)
Injecting Into the Groin: Aim to Improve IV Drug Users Care
In my third year of my degree I had a four week placement with a GP in Heywood. During this placement I was introduced to Dr Taylor, as I attended his drug clinics because I have an interest in the area.
At Dr Taylors GP practice there are around 160 IV drug users. Drug users suffer massively with problems of venous hypertension in their lower limbs due to injecting into their groin. Such problems include deep vein thromboses, infection, venous insufficiency, and consequently ulcers, which may result in amputation of the limb.
Firstly, I will design a questionnaire to find out which of the patients inject into their groin, and how often they do so. I will then collaborate the results, and take photographic evidence of the effects of injecting into the groin. I aim to meet with an Interventional Radiologist, at Wythenshawe Hospital, and a Vascular Surgeon at Royal Oldham Hospital, to see if showing them my findings will help to improve the care they give such patients.
I propose that using the skills of the interventional radiologist, stenting the veins in the legs of the patients would improve blood flow, and consequently reduce the number of problems the patients experience.
Project Team: Chloe Goodall Faculty: Medical and Human Sciences
Funding year: 2009
Keywords: undergraduate research drug users medicine
