Curriculum Enhancement Project: Research Based Learning and Core Programme Threads Experiences from Dentistry and Medicine

Curriculum Enhancement Project Key strategic project for Student Education Academically led, by PVC Student Education and Pro-Deans Working in partnership with LUU

What are the drivers? Ensuring our students get the full benefit of education in a large and diverse institution Responding to a changing HE landscape Students (and parents) seeking ‘return on investment’ Improving our articulation of ‘Why Leeds?’ in an increasingly competitive market Employers looking for more rounded graduates with flexible skills and attributes Need to improve assessment and feedback practice Greater clarity around information and guidance to support student choice

RBL and CPT: Work to date Agreed key aspects of Research-Based Learning (RBL): Programmes should actively develop students’ independent research skills Latest research, including that produced by our own staff, will contribute to the curriculum All students provided with opportunities to practise those skills All students undertake a supervised but autonomous piece of research Programmes evidence a journey from Research-led to Research-based Students can articulate the benefits of their RBL experience + skills gained Agreed: all programmes should provide a final year research project for students entering L1 in the 2012/13 Session Agreed: final year projects ideal 40/60 credits, minimum of 20 credits; double blind marked where the amount of credit awarded justifies it, or with some other robust QA on assessment given influence on award.

RBL and CPT: Work to date Agreed & defined the Core Programme Threads (CPT)  Employability, Global and Cultural Insight & Ethics and Responsibility Long list of programme-based examples to assist schools to identify threads. Threads to be in context of the discipline, so hopefully mainly a matter of highlighting existing presence. Developed a toolkit to support schools in evidencing RBL and CPT, as need to move beyond assertion to actual demonstration. Templates, Healey matrix, RSDF supporting tools Agreed: evidence of RBL and CPT to be embedded in QA processes – programme review and approval and Annual Health Checks

Research-Based Learning Healey, M., Linking Research and teaching: disciplinary spaces. In Barnett, R., (ed) Reshaping the university: new relationships between research, scholarship and teaching. Maidenhead: McGraw-Hill/Open University Press.

Research-Based Learning

Curriculum Enhancement Project: Mapping Template for Research-Based Learning School: Programme: Level [1] [1] Module Code and Title Elements Identified (L.Outcomes/content/delivery/ assessment) Healey Quadrant (RL/RT/RO/ RB) RSDF labels (Facet of Inquiry: F to A; Level of Student Autonomy: level I to V) STSEC Subgroup confirmation (Elements confirmed as aligned with labels) STSEC confirms module balance by level: RL/RT/RO/RB [1] Completing the template for each Level of study will demonstrate the shift in the balance from RL to RB

Core Programme Threads LevelModule title Module number Thread activityAssessed Benefit to students Ethics & Responsibility Global and Cultural Insight Employability Formative / summative Brief description Programme Name: Programme Leader:

Timescales and further information By Jan 2013:Schools to map RBL and CPT via programme review Feb/Mar 2013: Evidence of RBL and CPT audited via AHCs Feb-July 2013:References to RBL and CPT on course pages for KIS+ By April 2013:RBL and CPT evidenced in all programmes RBL and CPT resources available at :

Experiences – Core Programme Threads PSRBs i.e. GDC and GDC made some of it easier i.e. ethics Examples of how we mapped, engaged and developed CPTs

Medicine - CPT Inclusion of questions in annual QMER course returns Evidence of where and how GH has been incorporated Ethics theme, assessed RESS Research based learning longitudinal theme RLT within core curricular components Culmination in 18 month longitudinal project (years 4/5) Research, audit, clinical service evaluation Employability – portfolio (aligned with LfL) maps against future professional standards within GMC, employability officer appointed March 2009

Medicine – example of mapping CPT March 2009

Medicine – example of mapping RBL (1) The RESS strand comprises six key themes: a) Research and evaluation methods b) Informational retrieval and evidence gathering c) Critical analysis and review d) Data capture and processing e) Interpreting research implications f) Communicating research and evaluation outcomes March 2009

Medicine – example of mapping RBL (2) March 2009

Experiences – Broadening PSRBs i.e. GDC and GDC – makes this not possible – for our students! Duration of teaching within the year, medicine not modularized, Broadening already included within core longitudinal strand / theme of RESS – Research, Evaluation and Special Studies – key curricular areas that provide students with choice around topics / skills related to medicine Confidential nature of content, and organisation, and space makes it not possible to open up our core courses to students outside of medicine / dentistry Other ways of doing this?? What could we offer for students across the university?

Experiences Anything to add?