Download - Group work based assessment in distance learning Dr Clare Sansom, CDE Fellow 20 July 2015
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Group work based assessmentin distance learning
Dr Clare Sansom, CDE Fellow
20 July 2015
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Outline• The Open University MSc in Medicinal Chemistry• The Role of Group Work
–Guided group work–Independent (and examined) group work
• Technology• Challenges, Solutions and Tips• …• Discussion
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OU MSc in Medicinal ChemistryFour Compulsory Modules
• S825 Research Skills in Science• S807 Molecules in Medicine• S827 Concept to Clinic• SXM810 Project Module
• 30 credits• 60 credits• 30 credits• 60 credits
This order is recommended but not prescribedProject topic must be linked to S807 or S827
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The DrThe Drug Discovery Process:ug Discovery Process:10-15 years, > $1Bn10-15 years, > $1Bn
S807
S827
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A Multi-Disciplinary, Multi-Skill Industry• Medicinal chemistry (the main focus of the MSc)• Structural biology• Bioinformatics and computational chemistry• Synthetic organic chemistry• Pharmacology• Toxicology• Clinical Medicine• Regulatory Affairs
• Teamwork is an essential skill for drug development professionals – hence we test it extensively in S827
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Who are our students?• Many work in the pharmaceutical / biotech industry
– Graduate trainees– Technicians
• Sales reps• Senior nurses• Aspiring medics• People returning after career breaks• A few ‘just for interest’ but less since fee rises
– Retired GPs
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S827 Concept to Clinic• An overview of the drug development pathway• Focusing on a single therapeutic area
– pain and inflammation• Teaches the skills required for selecting a drug target,
identifying a lead compound and modifying it into a candidate drug
• One multiple choice test (iCMA) and three extensive assessments (TMAs)
• Group work introduced in the third TMA• ‘Examinable component’ (EMA) is all group work
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TMA03 Group Work: ‘Coxibs’• Students are allocated to groups of 4-7 students after
the first TMA• Each group is assigned a leader and deputy leader
based on students’ prior performance• Groups work together to research and present the
properties of a ‘coxib’ analgesic drug• Each student has a designated scientific role • 50% of the marks for the TMA are given for a group
presentation– With each student presenting their own section
Celecoxib
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Role Allocations• Students are advised that the following topics must be
covered– Scientific rationale– Molecular modelling– Pharmacodynamics– Pharmacokinetics– Toxicology– Property predictions – Dropped for group of 5– Solubility and bioavailability
• Students can generally be allowed to choose
} Combined for group of 6
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Technologies for Group Interaction• Provided by the university:
– An OU email account for each student– Discussion forums
• A separate thread for each group– OU Live
• A version of Blackboard Collaborate• Used by some groups:
– Google Drive– Dropbox– ‘Ordinary email’
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OU Live
Participant list
Chat box
Audio / video
Whiteboard
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Molecular Modelling
Structure of Naproxen docked in COX-1 calculated with www.dockingserver.com
Structure of Celecoxib docked in COX-1 calculated with www.dockingserver.com
•An important skill to learn – and a hard one•Only one or two students can be tested on it
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Solving ‘the molecular modelling problem’
• Increase the proportion of modelling and computational chemistry in earlier TMAs– Students now answer a compulsory question on
‘docking’ a potential drug molecule into a protein receptor
• Decrease the weight given to group work in TMA03– From 75% to 50%
• Remove the ‘least scientific’ roles from the role allocations• Test all students’ understanding of modelling in the EMA
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Independent Group Work: The EMA
• Groups are asked to design their own molecule and present it to the examiners as if to senior managers in a drug company– They have free choice of the drug types covered in
the course• Opioids• Steroids• Non-steroidal anti-inflammatory drugs
– Groups are expected to stay the same, but roles may change
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Assessing the Group Work:The Presentation• Once the drug has been designed each student
produces 4 slides covering their role• The group leader assembles the group’s slides into a
complete presentation• Groups select a time when they can all be ‘present’ in
OU Live• Each student gives the whole presentation and
answers wide-ranging questions …• … Followed by a short assessed group discussion
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“MANGO-5” (2014)A novel opioid antagonist
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Three Drugs Designed in 2015
• Group A’s Etodoprofen: A non-steroidal anti-inflammatory drug
• Group B’s Bericoxib: Another non-steroidal anti-inflammatory drug
• Group C’s Nopriphine : A transdermal opioid
NH O H
O H
O H
OH O
O
O
C H 3
N
C H 3
Cl
O O
O
N
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Assessing the Group Work:Reflection• Four weeks after the presentation cutoff each student
submits a ‘reflection document’ containing– An abstract of the whole presentation– Summaries of 5 references they used in their own
research– A critical account of the presentation session– A ‘peer assessment’ of their colleagues’ contributions
• Involving both scientific and personal qualities
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Practical Challenges• Students MUST meet in OU Live at the same time for
the assessment– Across time zones and on slow connections
• One of my 2015 group leaders moved to Australia between assessments
• She was a conscientious student who had no objection to a very early exam
• Another student in the same group tried and failed from a UK hotel room
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Assessment Challenges
• Students are assessed on their scientific knowledge and skills but also on contribution to the group
– Mark range is lower than for individual assessments– Can we completely prevent ‘free-loading’?
• Some (very good) students have resented weaker colleagues
– “S/he is preventing me from getting my Distinction…”• Nervous students have felt intimidated: one even
withdrew
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Thanks for listeningAnd over to you….