1. I ntegrating our research into BSc Diagnostic Radiography curriculum Health Sciences Research Centre 15 th December 2015 Robert Higgins, Peter Hogg, Leslie Robinson

2. Our research Rationale for integrating research What we did Evaluation of what we did Summary Work in progress / further work Overview

3. Our Research Optimisation of image quality and x-radiation dose Lesion detection performance We use established methods; we also develop new methods

4. Rationale for integrating research into our teaching We conduct radiography research A proportion of this research is directly related to BSc Diagnostic Radiography learning outcomes We wanted to: –Integrate some of our research –Further develop UG student research awareness, research skills and research culture as well as instil the value of research too

5. What We Did Created & evaluated unique team-based research learning experiences in Level 4 and 5 (RiTe I and II) –Foci for RiTe I and II = image quality and x-ray dose optimisation research Created & evaluated a multinational team-based 3 week residential research summer school, open to Levels 4, 5 & 6 (‘OPTIMAX’) –Foci = image quality and x-ray dose optimisation research

6. Features of RiTe and OPTIMAX Engage our students with research, develop research skills, promote the value of research Facilitate practice based learning, focused to key imaging concepts Further develop our understanding of how to link research with teaching and learning

7. RiTe - levels 4 & 5 Week-long team-based empirical activity; research question provided; related to a key practice area Supported with lectures and learning materials Input from PhD students and academic staff Data used to generate a summative experimental report assignment (level 4 only / RiTe I) Formative feedback from staff during student presentations

8. Differences between RiTe I and II RiTe II (level 5) builds upon RiTe I (level 4) RiTe II more complex concepts and critical reasoning (commensurate with level 5 descriptors) Rite II has more emphasis on independent learning Currently, there is no summative assessment for RiTe II – although students are encouraged to reflect upon their experience of the week as part of PDP

9. Evaluation of RiTe Evaluative methods include: interview, focus group, questionnaire Working in small groups allowed students to embrace a range of interactive and collaborative skills that enhanced learning  Social Constructivism (Jaques & Salmon, 2007; Vygotsky, 1978) Hands on experience with equipment / being able to see results also seen as a key learning experience  situated learning (Lave & Wenger,1991) Jaques, D and Salmon, G. 2007. Learning in groups: A handbook for face-to-face and online environments. 4th edition. New York: Routledge. Lave, J. and Wenger, E. 1991. Situated learning: Legitimate peripheral participation. Cambridge. Cambridge University Press. Vygotsky, L. 1978. Interaction between learning and development. Mind and Society. Cambridge, MA: Harvard University Press

10. RiTe: Student feedback ‘ It was a good opportunity to gain experience of research’ ‘Overall I felt it [RiTe] was a good experience into how to do research and I now know some areas that I need to develop further, such as data analysis ‘[RiTe] helped me to understand simple principles that I had struggled with previously’ ‘Great team work - learnt from my peers’ ‘I enjoyed [RiTe] overall and found it useful’

11. OPTIMAX Has run 3 times: Sunny Salford Rainy Lisbon Sunny Groningen Disciplines: Radiography, physics Nationalities: S African, Dutch, Norwegian, Portuguese, Swiss, British Approx. 60 people participated in each

12. OPTIMAX 3 week duration / residential: Intensive 5 or 6 teams 8-10 people per team Each team has a research question Empirical lab-based research End point: Conference paper on final day Conference poster on final day Draft article First 2 = Erasmus funding Last 1 = no grant funding

13. OPTIMAX Example outcomes: 9 journal papers 1 journal editorial 1 ISBN book 30 conference papers delivered Satisfied and tired students Tired tutors (satisfied too) Presently working on another ISBN book 5 conference papers accepted Students and tutors are co-authors

14. Evaluation of OPTIMAX Methods of evaluation: focus group, questionnaire Findings mirrored those found with RiTe Students and tutors saw OPTIMAX as a positive experience, especially with regards to collaborative learning and knowledge sharing with peers

15. OPTIMAX: Feedback Student: ‘Working in a group was a great experience in which to learn. I learnt a lot from the other students’ Student: ‘I learnt a lot from peers in my group, because we are all at different [academic] levels, so it was great to meet with all of them and share ideas and ways of learning’ Tutor: ‘You gain some new knowledge especially from your colleagues and from the students also. People from different cultures and professions have their own approach to research, that is quite different from our approach and you can learn from them’

16. Evaluative Publications Higgins, R., Robinson, L. and Hogg P. 2014. Integrating research-informed teaching within an undergraduate diagnostic radiography curriculum: Results from a level 4 (year 1) student cohort. Radiography, 20 (2) 100-106. Higgins, R., Hogg, P. & Robinson, L. 2013. Integrating Research-informed Teaching within an Undergraduate Level 4 (year 1) Diagnostic Radiography Curriculum: A Pilot Study. Journal of Vocational Education, 65 (3) 351-368. Higgins, R., Hogg, P. & Robinson, L. 2013. Towards a research informed teaching experience within a diagnostic radiography curriculum: The level 4 (year 1) student holistic experience. Radiography, 19 (1) 62-66. Higgins, R., Robinson, L. & Hogg, P. 2013. Developing undergraduate diagnostic student radiographers’ research skills using research-informed-teaching. Imaging and Therapy Practice, May 27-29. Higgins, R., Robinson, L. and Hogg P. 2014. An evaluation of the student and tutor experience of a residential summer school event (OPTIMAX). Radiography, 20 363- 368. Robinson L, Hogg P, Higgins, R. 2014. An observational study of cross-cultural communication in short-term, diverse professional learning groups. Radiography, 20 (4) 356–362.

17. Summary Students / tutors see RiTe / OPTIMAX as a way to help develop a culture of valuing research RiTe / OPTIMAX have led to students presenting conference posters/papers and co-authoring journal articles Linking teaching with our research has helped to generate a greater understanding of research and facilitated student learning

18. Work in Progress Evaluative pedagogical research of RiTe II (learning outcomes – are these in line with expected qualification descriptors?) Analysis of the academic staff and clinical tutor perspectives of RiTe Further Work Research integration for our postgraduate taught programmes