Assessing the relevance of involving biomedical and medical science students in teaching at De Montfort University

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dc.cclicenceN/Aen
dc.contributor.authorPena-Fernandez, A.en
dc.contributor.authorPena-Fernandez, M. A.en
dc.contributor.authorWeldon, Carikaen
dc.contributor.authorSingh, Harpriten
dc.date.acceptance2017-03-07en
dc.date.accessioned2017-03-22T11:35:25Z
dc.date.available2017-03-22T11:35:25Z
dc.date.issued2017
dc.description.abstractPedagogical research has shown the relevance of involving students in teaching and peer-teaching, particularly as learners involved in these activities have reported better learning and performance. This could be attributed to different reasons such as enhancement of active thinking about the topics taught, self-learning, translating the topics’ concepts into one’s own words, etc. Engaging students through teaching could provide them with key transversal competences and will encourage them to develop their “teaching” skills. An innovative group of academics is undertaking an ambitious process to involve undergraduate BSc Biomedical Science and BMedSci Medical Science students in teaching and peer-teaching at De Montfort University (DMU, Leicester, UK). These include students teaching secondary school children (educating younger students) and peer-teaching. The aim of this paper is to describe and analyse the initial academic and student impressions of these two novel initiatives used in the relevant programmes, as previously such initiatives have been minimal or non-existent. Peerteaching was firstly initiated with BMedSci students in the 2015/16 academic course in an attempt to teach basic skills to respond to an outbreak of infection, an activity that received a high level of student satisfaction as discussed previously. However, we have revisited this teaching session to make it more robust, in which students on both programmes will need to develop an intervention programme to protect human health in the aftermath of an outbreak in the UK, a pedagogical activity that we are co-developing with the University of Alcalá (Madrid, Spain). The other teaching initiative that has been created on the biomedical and medical sciences programmes for the first time involved educating pupils in Bermuda (an overseas UK territory). Second and final year students of both programmes visited different Bermudian schools and colleges to deliver the same one hour session chosen by the DMU academic. In addition, these DMU students were involved in promoting their profession (biomedical and medical science). The outcome of both these projects can be beneficial in improving learning and engagement among students enrolled in any human-health related degree.en
dc.funderN/Aen
dc.identifier.citationPeña-Fernández, A., Peña Fernández, M.A., Weldon, C and Singh, H. (2017) Assessing the relevance of involving biomedical and medical science students in teaching at De Montfort University. Proceedings of INTED2017 Conference. pp. 2821-2826en
dc.identifier.doihttps://doi.org/10.21125/inted.2017.0764
dc.identifier.urihttp://hdl.handle.net/2086/13818
dc.language.isoenen
dc.projectidN/Aen
dc.researchgroupInfectious Disease Research Group
dc.researchinstituteInstitute for Allied Health Sciences Researchen
dc.researchinstituteLeicester Institute for Pharmaceutical Innovation - From Molecules to Practice (LIPI)en
dc.subjectPeer teachingen
dc.subjectstudents as teachersen
dc.subjectstudent learning and engagementen
dc.titleAssessing the relevance of involving biomedical and medical science students in teaching at De Montfort Universityen
dc.typeConferenceen

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