Students As Partners: Extracurricular Opportunities To Enhance Pharmacology Students Learning and Employability

Background and Aims: The substantial benefits to be gained by, and from, students, working in partnership with academic staff or their fellow students, to create knowledge and enhance both their own and their peers learning experiences cannot be underestimated (1). Collaborative educational partnerships enhance student motivation and engagement, promote learning and enable students to develop key employability skills. For staff, they can draw on the skills and experiences of students to promote change in their own educational practices. Partnerships need not be limited to the taught curriculum; the report “Working towards your future” recommended that universities offer extracurricular opportunities to their students (2). The aim of this project was therefore to develop novel, extracurricular, knowledge-creation partnership opportunities for my students.

Summary of work: Three partnership schemes were created. The first, an educational research internships scheme, where students work in partnership with academic staff on on-going curriculum development or pedagogical research projects including student-created guidance on the use of the e-learning resource development software or a critical review of in-vivo education initiatives. The second intervention, Pop-up Science, a unique, student-led public engagement volunteer scheme where students work in teams to create and deliver activities at local community fetes, family fun days and agricultural shows. Students with and without public engagement experience team up, working in partnership to create and deliver an event; the experienced students providing training and mentoring for their partners in the process. The third, a student-led ethics discussion group. Meeting once a month and led by a student facilitator, students discuss and debate topical ethical issues in the Biosciences.

Outcomes: Student feedback and engagement with these schemes is exceptional; they are all heavily oversubscribed. Collectively, they promote active learning and inspire students to be involved in their education and that of others: “I am honestly surprised with the amount that I am learning”; “Felt rewarded when children were inspired by the science we were explaining. I’ve developed a new found interest in the science behind it”. Students recognise the key skills they are developing, the opportunity to gain valuable work experience, and the benefits to their future employability: “Brilliant experience that taught me a variety of skills. Internships set you apart from other students”; “Should be integral part of all degree programmes”

Discussion and conclusion: These interventions generate substantial benefits for all involved. They enable students to contribute to academic communities where they are co-producers of knowledge, enriching their own learning journey and providing opportunities to develop key skills. For staff, they greatly facilitate their student education and public engagement activities. Students bring knowledge, skills and a different perspective leading to change in professional practices. For the public, Pop-up Science is an opportunity to engage with pharmacological research and the underlying ethical issues.

References:

1. Healey M et al. (2014) Engagement through partnership: students as partners in learning and teaching in higher education. Higher Education Academy, York, UK.

2. NUS & CBI (2011) Working towards your future. Making the most of your time in higher education. http://www.nus.org.uk/Global/CBI_NUS_Employability%20report_May%202011.pdf