Project-based learning in biomedical sciences: using the collaborative creation of revision resources to consolidate knowledge, promote cohort identity and develop transferable skills
Md Zahidul Islam Pranjol, Paolo Oprandi, Sarah Watson
Abstract
Project-based learning (PBL) has been found to deepen learning and develop employability skills for students through active engagement with the learning materials. Foundation, first and second year Biomedical Science students at the University of Sussex were introduced to a PBL exercise. Each class had an approximate student to staff ratio of eighty to two. Students were put into groups of four to five and asked to create a revision guide for a disease system, which was then shared among the cohort for exam preparation. Students were later surveyed on the effectiveness of this group activity. 74% indicated the activity helped them integrate knowledge from previous modules, with the majority of the students scoring the activity 4 out of 5 for consolidation of knowledge. 75% of the participants who took part before the pandemic indicated that the tasks enabled them to build a cohort identity, with 59% students feeling similarly during the pandemic. Additionally, we qualitatively assessed the development of transferrable skills, such as teamwork, effective communication and time management. The results of the questionnaire suggested that students were able to gain these skills. This paper outlines the study, discusses benefits and limitations, and provides potential solutions for the future.