Created video diaries to document the students’ perspective of research-based teaching in the School of Biomedical Sciences.
Dr Lindsey Ferrie, Biomedical Sciences. The videos were aimed at stage 3 students about to start their final year, honours research project and stage 2 students wishing to apply to our ‘lab assistant’ scheme.
In consultation with members of research institutes, a list of generic key skill outcomes for both the final year research project and the ‘lab assistant’ post was developed for use as a guide to the video diary storyboards. In addition, a survey was performed to establish the frequently asked questions that students have regarding both research-based positions. Students who had just recently completed the research project or who had been employed as a lab assistant were invited to volunteer for the diary and permissions were sought from the project supervisors and research institute directors to film the students in their labs. The student volunteers were asked to write a short 500 word summary of their experiences of the project or lab assistant post highlighting any key issues or enjoyable aspects. This summary, along with the key skills list and frequently asked questions, was used to develop the students’ specific story. Students were then given a hand held camera a week before the university filming to capture some of their personal reflections at home. Two days were scheduled for lab filming at the university where the students were recorded performing typical tasks asked of them during their research-based positions. Students also did a short ‘talking head’ recording where they answered some of the frequently asked questions from their own perspective. The video durations are approximately 4 minutes each and both were edited by an external film production company using both the hand held and professionally captured footage taken in the labs. Internal filmmakers were available to support the development of the video diaries however due to time constraints and the potential use of these videos in recruitment an external company was employed. To view the full videos please visit: http://www.ncl.ac.uk/biomed/about/videos/index.htm
The video diaries produced here offer a ‘real time’ capture of our students’ reflections on our research-based teaching. They act as a testimonial for current students to relate to in a memorable, engaging and realistic manner. We are aware many students report a sense of apprehension and concern before starting these schemes. The video diaries help to alleviate this anxiety and prepares students with regard to their expected role within the lab.
A survey of stage 3 students (~161) prior to starting the research project showed that over 64% would rate themselves as nervous. After watching the video the numbers rating themselves as ‘terrified’ or a ‘quite a lot nervous’ had reduced by 6.5%. 83% of students enjoyed the video, with the majority reporting that the use of ‘real’ students and the ‘students advice’ being the best parts (31% and 22% respectively). A small cohort of international students from INTO (~11) were also showed the video and agreed that they enjoyed the video (100%) and that the video had helped them to understand what a final year research project would be like (90%).
‘A day in the life of…’ research-based teaching in the School of Biomedical Sciences
Research-Informed Teaching
Undergraduate (all Stages)
Biomedical Sciences
video recordings
Over 200 students in a group
Innovation Fund/other central funds