Bridging Teaching and Research through a Biomedical Transdisciplinary Team Project Common Core Course

Abstract

Background and Aims It is pedagogically challenging to achieve deeper biomedical undergraduate curricula aims of ‘tackling novel situations and ill-defined problems’ and ‘leadership and advocacy for the improvement of the human condition’ through traditional lecturebased models. There needs to be an alternative teaching model that is inquiry-based, collaborative, and relevant to realworld challenges to achieve the aforementioned aims. As an alternative model, we consider bridging teaching and research through a biomedical transdisciplinary team project (TTP) course in Common Core curriculum - a transdisciplinary-organised undergraduate curriculum in The University of Hong Kong. Here, we designed, delivered, and evaluated a student-led TTP which connects students across disciplines to collaborate on a biomedical project with potential for impact. Methods TTP consisted of a team of students from varying disciplines collaborating to identify global issues and develop projects through critical questioning of how biomedical science could make a positive impact to the society. Throughout the students’ project, course teachers assumed a supervisory role while the project was completely student-led. Within the student team, some students were engaged in direct research, others in knowledge exchange with community whilst building local and international collaborations to strengthen their study. TTP was evaluated by triangulation of data from a mixed-methods approach to allow a holistic view of student learning by interpretation from multiple perspectives. Quantitative evaluation was done by a 5-point Likert scale questionnaire with constructs of experience, student development, preparation, assessment and outcomes in order to analyse student learning from an objective manner. Qualitative evaluation was performed with written open-ended questions survey to allow deeper understanding of certain subject matter from constructs in quantitative study. Impact on student learning was also evaluated through fulfilment of student project deliverables and its alignment with course learning outcomes. Results Quantitative student evaluation indicated positive impact of TTP with average 5-point Likert scores of more or equal to 3.8 over 5 in constructs related to promoting student learning; development of skills and knowledge; interest and curiosity; social skills and attitudes; and higher order thinking skills. In the qualitative evaluation, TTP was evidently rewarding in common themes such as enhancing research skills, sharing expertise, and providing a larger pool for knowledge exchange and division of labour; all of which enabled the following achievements. In the first offering of this course, students investigated the awareness of the local and international community towards the understudied global epidemic, Hepatitis C infection. Students also developed cost-effective 3D-printed diagnostics for Hepatitis C diagnosis. All in all, students excelled in creating solutions to the challenges of early Hepatitis C diagnosis through transdisciplinary collaboration. Students subsequently communicated research findings to the general community through academic publication, educational workshops in local and global institutions, and website. These observations were consistent with quantitative and qualitative data indicating that TTP was able to achieve the deeper aims of undergraduate curricula, in addition to, promoting meaningful communication and collaboration within students and the general public. Conclusion A student-led TTP course encompassing effective teaching-research nexus would allow for student learning in the highest cognitive domain - creating solutions to global health issues.