Overview

The Research Project Practicals (RPP) in the Department of Physiology are student-driven practical exercises comprising semester-length research projects for second year students. The central theme is to provide practical experience in the scientific method of problem-solving, where the students are active researchers rather than passive recipients of information from recipe-driven experiments

The aim is primarily to teach physiology problem solving skills using the scientific method, rather than to teach specific physiological content. For students, the aim is to have an educational experience rather than an assessment experience.

Goals

Fundamentally, the goal of this teaching method is to produce better graduates. It was felt that the traditional teaching method was using exams as a stick to motivate the learning of facts, which were soon forgotten afterwards. Contrastingly, the RPP provides an intrinsically motivating learning exercise that nurtures the critical thinking skills necessary for scientific careers and/or post-graduate studies.

Process

Students, working in small, independent research teams initiate and develop group research projects and use themselves and colleagues as the experimental subjects. They are supported by an academic staff member acting as project supervisor. The Project is conducted in a small laboratory module equipped with the basic research infrastructure appropriate to the physiological system under investigation. After reviewing the background literature the student group prepares a short research proposal in the format of a conventional request for a Grant-in-Aid and submits it for evaluation and approval. The development of the research project during the semester is guided through group discussions with the academic staff research supervisor. The application of the scientific method to problem-solving in physiology is progressively reinforced. Student research groups are also provided with computer-based access to relevant research literature and appropriate software for data acquisition and processing and statistical analysis. Student performance is assessed at regular intervals through a literature review, poster presentation, final research manuscript, and peer group review.

Response

Preliminary experience indicates that this new teaching method motivates students and teaching staff and provides an important learning experience which students can carry forward. The complete support of the teaching staff has been a necessary component of the success of the RPP.

Evaluation

The innovative teaching approaches and assessment practices used are under continual review in light of student feedback. In 1993, The University of Adelaide published its Quality in Teaching and Learning document which described the RPP as one of the most innovative programs within the University. The RPP has been recognised by a committee set up by the Higher Education Council as an example of Best Practice in Teaching.

Resources

The department of Physiology at the University of Adelaide publishes an information booklet, Research Project Practicals in the Department of Physiology.

A detailed article including examples of student feedback and "Cautionary Tales" appears under the title "An Inquiring Mind" by Dr. Garry Scroop in Developing Lifelong Learners through Undergraduate Education, Commissioned Report No. 28 National Board of Employment, Education and Training, August 1994.

Contact
Dr. Garry Scroop can be contacted on:

Tel: +61 8 303 5331
Fax: +61 8 303 3356
E-mail: gscroop@physiol.adedaide.edu.au