Abstract
Acquiring skills needed to plan and conduct research and communicate research outcomes are key learning aims in biochemical and biomedical disciplines. Final-year projects/dissertations are high-impact educational activities that commonly feature in undergraduate curricula. When cohort sizes exceed infrastructure and staff capacity, traditional models of supervised projects may not be feasible. This case study aims to share one model of practice with colleagues similarly engaged in design and delivery of final-year projects and research. Here, we outline the implementation and evaluation of a team-based, final-year research module on a transnational joint programme. Investigative Skills module was piloted in 2016–2017 and continues to run annually for >100 students. The research component is conducted over a timetabled, two-week block. In student questionnaires, the majority of respondents agreed that the projects were authentic, interesting and appropriate. The favourite aspect for most of the respondents was performing experimental work/doing research. Over 80% agreed that working in teams was conducive to accomplishing their goals, and their ideal team size is three to five students per team. The majority agreed that there was sufficient experimental work to do, but that more than two weeks practical time would be beneficial. The feedback has given insight into the whole of the student research experience of Investigative Skills, which is a sustainable model for authentic dissertation research for large cohorts.
