1. Group work based assessment in distance learning Dr Clare Sansom, CDE Fellow 20 July 2015

2. Outline The Open University MSc in Medicinal Chemistry The Role of Group Work –Guided group work –Independent (and examined) group work Technology Challenges, Solutions and Tips … Discussion

3. OU MSc in Medicinal Chemistry Four Compulsory Modules S825 Research Skills in Science S807 Molecules in Medicine S827 Concept to Clinic SXM810 Project Module 30 credits 60 credits 30 credits 60 credits This order is recommended but not prescribed Project topic must be linked to S807 or S827

4. The Drug Discovery Process: 10-15 years, > $1Bn S807 S827

5. A Multi-Disciplinary, Multi-Skill Industry Medicinal chemistry (the main focus of the MSc) Structural biology Bioinformatics and computational chemistry Synthetic organic chemistry Pharmacology Toxicology Clinical Medicine Regulatory Affairs Teamwork is an essential skill for drug development professionals – hence we test it extensively in S827

6. Who are our students? Many work in the pharmaceutical / biotech industry –Graduate trainees –Technicians Sales reps Senior nurses Aspiring medics People returning after career breaks A few ‘just for interest’ but less since fee rises –Retired GPs

7. S827 Concept to Clinic An overview of the drug development pathway Focusing on a single therapeutic area –pain and inflammation Teaches the skills required for selecting a drug target, identifying a lead compound and modifying it into a candidate drug One multiple choice test (iCMA) and three extensive assessments (TMAs) Group work introduced in the third TMA ‘Examinable component’ (EMA) is all group work

8. TMA03 Group Work: ‘Coxibs’ Students are allocated to groups of 4-7 students after the first TMA Each group is assigned a leader and deputy leader based on students’ prior performance Groups work together to research and present the properties of a ‘coxib’ analgesic drug Each student has a designated scientific role 50% of the marks for the TMA are given for a group presentation –With each student presenting their own section Celecoxib

9. Role Allocations Students are advised that the following topics must be covered –Scientific rationale –Molecular modelling –Pharmacodynamics –Pharmacokinetics –Toxicology –Property predictions – Dropped for group of 5 –Solubility and bioavailability Students can generally be allowed to choose } Combined for group of 6

10. Technologies for Group Interaction Provided by the university: –An OU email account for each student –Discussion forums A separate thread for each group –OU Live A version of Blackboard Collaborate Used by some groups: –Google Drive –Dropbox –‘Ordinary email’

11. OU Live Participant list Chat box Audio / video Whiteboard

12. Molecular Modelling S tructure of Naproxen docked in COX-1 calculated with www.dockingserver.com S tructure of Celecoxib docked in COX-1 calculated with www.dockingserver.com An important skill to learn – and a hard one Only one or two students can be tested on it

13. Solving ‘the molecular modelling problem’ Increase the proportion of modelling and computational chemistry in earlier TMAs –Students now answer a compulsory question on ‘docking’ a potential drug molecule into a protein receptor Decrease the weight given to group work in TMA03 –From 75% to 50% Remove the ‘least scientific’ roles from the role allocations Test all students’ understanding of modelling in the EMA

14. Independent Group Work: The EMA Groups are asked to design their own molecule and present it to the examiners as if to senior managers in a drug company –They have free choice of the drug types covered in the course Opioids Steroids Non-steroidal anti-inflammatory drugs –Groups are expected to stay the same, but roles may change

16. Assessing the Group Work: The Presentation Once the drug has been designed each student produces 4 slides covering their role The group leader assembles the group’s slides into a complete presentation Groups select a time when they can all be ‘present’ in OU Live Each student gives the whole presentation and answers wide-ranging questions … … Followed by a short assessed group discussion

18. “MANGO-5” (2014) A novel opioid antagonist

19. Three Drugs Designed in 2015 Group A’s Etodoprofen: A non-steroidal anti- inflammatory drug Group B’s Bericoxib: Another non-steroidal anti- inflammatory drug Group C’s Nopriphine : A transdermal opioid

20. Assessing the Group Work: Reflection Four weeks after the presentation cutoff each student submits a ‘reflection document’ containing –An abstract of the whole presentation –Summaries of 5 references they used in their own research –A critical account of the presentation session –A ‘peer assessment’ of their colleagues’ contributions Involving both scientific and personal qualities

21. Practical Challenges Students MUST meet in OU Live at the same time for the assessment –Across time zones and on slow connections One of my 2015 group leaders moved to Australia between assessments She was a conscientious student who had no objection to a very early exam Another student in the same group tried and failed from a UK hotel room

22. Assessment Challenges Students are assessed on their scientific knowledge and skills but also on contribution to the group –Mark range is lower than for individual assessments –Can we completely prevent ‘free-loading’? Some (very good) students have resented weaker colleagues – “S/he is preventing me from getting my Distinction…” Nervous students have felt intimidated: one even withdrew

23. Thanks for listening And over to you….