Group Size
?
1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Any
Learning Environment
?
1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
Any
QAA Enterprise Theme(s)
?
1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
1Creativity and Innovation
2Opportunity recognition‚ creation and evaluation
3Decision making supported by critical analysis and judgement
4Implementation of ideas through leadership and management
5Reflection and Action
6Interpersonal Skills
7Communication and Strategy
To develop attributes in, and offer experience of, the following to students;
Module Title: BMS 246 Introduction to Human Anatomy
This module is a core unit run over two semesters for second year students studying Biomedical Science at the University of Sheffield. Students are introduced to the basic structure and functions of the human body, through a mixture of lectures and practical sessions.
The 'enterprise' aspect of this module currently counts for 5% of the module assessment; students have to prepare and pitch an organ donation campaign, based on their anatomical knowledge, targeted to a particular audience. The first round of pitches is judged by the module tutor, after which a shortlist of the best campaigns (judged on both innovation and accuracy of anatomical knowledge) is constructed. The second round of pitches takes place in front of the whole cohort, plus external partners such as NHS specialist organ donation nurses. Clickers are used to vote for the final winners.
Students are given an 'authentic' challenge – to design an organ donation campaign for a target audience. Students have the opportunity to meet and present their ideas to a specialist organ donation nurse from the NHS – making them aware of the audiences that most need to be targeted, and the profile of those audiences. The students are free to construct the campaign 'for real' if they want, and previous cohorts on the module have produced Facebook campaigns, apps, and pitched their ideas directly to the NHS.
Students are challenged to design a unique campaign which utilises their anatomical knowledge. Students are not limited to any particular format, and previous campaigns have ranged from Spotify adverts to apps and even a song! They are supported in their campaign development by guest lectures from Diva Creative, a local marketing agency specialising in health campaigns, and from other local charity campaigners.
Because this element of the module forms a relatively small part of the final assessment, students are free to try something different and perhaps 'have a go' at a new skill – e.g. coding a basic app.
Students work in self-directed groups. As instructions are minimal, the onus is very much on the students to take action and make a personal decision to engage with the task.
Students have to communicate their detailed knowledge of anatomy to a non-specialist audience. They have to work effectively in teams with a tight deadline and pitch their campaigns professionally to a target audience which includes external partners.
Student feedback included;
"I'm not sure organ donation was something that our year group had really thought about before being set the enterprise task. Although it was a non-assessed piece of work, everyone seemed to be driven to produce something both sympathetic and effective that did organ donation justice. This task has been particularly useful to refer to in both CVs and personal statements for further employment or study. It addressed many skills that employers look for in candidates such as teamwork, communication skills and leadership. Presenting to a member of the Yorkshire division of the NHS Blood and Transplant service as well as lecturers and peers was also a great way to practice our presentation skills in a professional environment. I liked that we were given little instruction as it didn't limit our creativity and differed from the standard poster task many courses are set. It also combines both marketing skills and science which hasn't been done before in the Biomedical Science course. I thoroughly enjoyed the opportunity to do something new and creative in a team environment and hope it is kept for the anatomy module next year."
References:
With thanks to The University of Sheffield Enterprise Academy (USEA) - http://www.sheffield.ac.uk/enterprise-education
