Who was involved in your partnership work, and how did everyone become involved?
Two Biomedical Sciences undergraduate students and two staff members from the Department of Physiology, Anatomy, and Genetics (DPAG) were involved in the partnership work.
During the winter vacation 2023, Mingwan reached out to Sharmila Rajendran (Clinical Anatomist) via email to share his experience regarding a pedagogical study he assisted back in Singapore. This email conversation led to a formal meeting at DPAG where they discussed about how they could enhance the learning of Anatomy for the 1st Year BMS Cohort during the Dissection Room Practical Sessions, by integrating recent technologies. Given Sharmila's expertise in Virtual Reality (VR), they collaboratively drafted a study plan and proposal for two pilot studies to be conducted for the Year-1 cohort in Hilary term 2024.
Subsequently, Mingwan spoke to his classmate, Edward, and brought him on board, to work together and share the workload. They both worked together to prepare slides and developed survey questionnaire. Sharmila refined the study plan and proposal further, and handled the back-end administrative work, logistics, and liaised with the academic office. She also shared the plans for the pilot studies with her team and brought her colleague Samuel Snowdon onboard to assist with the actual groundwork and vetting of materials.
By working together, we combined our skills and expertise to create a comprehensive study plan aimed at enhancing the Anatomy curriculum through the integration of VR technology.
What did you set out to achieve in your student-staff partnership work?
We aimed to evaluate how digital-enhanced learning with VR can complement conventional learning in the study of the gross anatomy of the cardiovascular and respiratory systems. Specifically, we sought to assess the merits of digital-enhanced learning and determine whether it should be integrated into future standard anatomy practical sessions to improve students’ learning experiences and outcomes.
To achieve our aims, Mingwan and Edward conducted a thorough literature review on similar studies conducted in other institutions, before working on a survey questionnaire, with inputs from Sharmila and Samuel. Additionally, we sourced diagrams from medical textbooks using ClinicalKey and Oxford SOLO, which assisted Sharmila in generating a short quiz for the second pilot study.
We hypothesize that the integration of VR into conventional anatomy practical sessions will result in a significant improvement in students' post-test scores compared to their pre-test scores. We also expect that the use of VR will be viewed favourably by students, as reflected in positive responses to the survey questionnaire, highlighting the humanistic and ethical advantages of this technology.
The study’s eventual success allowed us to obtain data and information, some of which were presented by Sharmila at the 3D Organon Webinar: 'VR in Clinical Anatomy Teaching'. Mingwan and Edward also prepared a poster, which was presented at the Centre for Teaching and Learning's Teaching and Learning Symposium in June 2024.
The materials can be accessed at this link.
When and where did you work together?
The initial discussion between Sharmila Rajendran and Mingwan took place in December at DPAG. Subsequently, there were two more meetings, where all four of us attended, to finalise the study details and proposal. One was held at DPAG, and another on MS Teams, in early January and early February respectively. The first, 1.5-hour pilot study took place in person on 23 January 2024 (Week 2, HT24), focused on the Cardiovascular System Anatomy. The second, 2-hour pilot study took place in person on 27 February 2024 (Week 7, HT24), focused on the Respiratory System Anatomy.
How did you work in partnership?
Our partnership involved clear communication, regular meetings, and a clear division of responsibilities. From the initial conversation between Mingwan and Sharmila, to subsequent meetings with everyone, a foundation of mutual respect and equality was established, where student perspectives were valued equally alongside staff perspectives, and we worked to eliminate power gaps. Regular in-person and MS Teams meetings facilitated ongoing dialogue, and ensured everyone was aligned and up to date.
There was also a very clear division of task and a strong sense of ownership. Mingwan and Edward took the lead in drafting the study proposal and survey questionnaire, while Sharmila and Samuel provided crucial feedback for refinement. This repeated for a few cycles to ensure thoroughness in the final proposal, which was presented to the Course Director, Dr Robert Wilkins. Sharmila and Samuel also supported logistical arrangements and vetting materials, and Sharmila managed the administrative work, booking of rooms, borrowing of VR headsets, and coordinated with the academic office.
By maintaining open communication, respecting each other's expertise, and sharing responsibilities effectively, we feel that we upheld a culture of collaboration and respect that enhanced the project's success.
What did you learn from working in partnership?
One key learning was the importance of early planning and consistent passion to manage both schoolwork and additional project tasks effectively. A significant challenge was balancing these commitments, which required strong time-management skills and dedication. Through this process, we gained invaluable experience in conducting pedagogical research, preparing study proposals, and refining them to meet high standards. This partnership honed our analytical skills, attention to detail, and ability to seek and incorporate constructive feedback. Working closely with staff provided a unique perspective on collaborative research, enhancing the outcome with diverse insights and expertise. The project benefited from this joint approach, as it fostered a deeper understanding and more comprehensive results. Reflecting on the experience, we wouldn't change much but would emphasise the importance of starting early and maintaining a strong drive and passion throughout the project.
What advice would you give to other students and staff who may wish to take a similar student-staff partnership approach?
For both students and staff, we would advise the following:
- Establish clear communication channels: Begin with open and transparent communication to ensure everyone understands their roles, responsibilities, and expectations from the outset.
- Respect each other's expertise (no 'power tripping'): Value and acknowledge the unique contributions each member brings to the partnership. This mutual respect fosters a collaborative environment where ideas can flourish.
- Define clear goals and division of tasks: Outline specific goals and tasks early on, ensuring each member knows what they are accountable for. This clarity minimises confusion and enhances productivity.
- Maintain regular meetings: Schedule regular meetings, both in-person and online, to maintain momentum, discuss progress, and address any challenges promptly. This ongoing dialogue keeps everyone informed and aligned.
