Final-year Research Project Research Articles

Computing Projects Framework for Undergraduate Research

This paper outlines the guidelines and requirements for students undertaking a computing project as part of their academic program. The project is a critical component of most undergraduate programs and is designed to provide students with the opportunity to apply theoretical knowledge to practical scenarios, demonstrating their ability to plan, execute, and present a complex piece of work. Unfortunately, there is currently a lack of clear and helpful guidance on how to conduct elementary research at this level, differentiate a computing project from other types of projects, and report it effectively. This paper aims to assist both computing students and faculty in carrying out and reporting on final-year research projects. It documents the differences in research approaches across various computing disciplines and provides a guiding framework for faculty overseeing the undergraduate research process. The guidelines cover various aspects of the project process, including the development of a project proposal, conducting the research, and writing the final report. It emphasizes the importance of early planning, regular supervision, and adherence to academic standards, particularly in the presentation and documentation of the project work. Additionally, the document details the criteria for project assessment, highlighting the need for clarity, innovation, and rigor in both the practical and written components of the project. Instructions on the submission process and the responsibilities of students and supervisors throughout the project lifecycle are also included.

Undertaking a research project improves confidence in research skills among student dietitians

BackgroundResearch is a cornerstone of evidence‐based dietetic practice. Research skills are often taught at university through experiential learning during a final‐year research project. The present study aimed to investigate attitudes towards research and confidence in research skills among student dietitians before and after a research project.MethodsA questionnaire survey of student dietitians’ attitudes to research and confidence in research skills was undertaken before and after completing a research project at two universities in London, UK. Dichotomous data were compared before and after the research project using a McNemar's test. Factors associated with ‘high confidence’ or ‘improved confidence’ in overall research skills at the end of the research project were investigated using multivariable logistic regression.ResultsIn total, 160 student dietitians completed a questionnaire before and after their research project. The majority had positive attitudes to research both before and after their research project. There was an increase in numbers with ‘high confidence’ in overall research skills before (13; 8.1%) and after (79; 49.4%) the research project (p < 0.001), and 113 (70.6%) reported ‘improved confidence’ in overall research skills. The only factor associated with ‘high confidence’ in overall research skills was having ‘high levels of involvement in the overall research process’ (odds ratio = 6.13, 95% confidence interval = 2.03–18.49, p = 0.001).ConclusionsStudent dietitians have positive attitudes towards research and undertaking a research project significantly improves confidence in their research skills. A higher level of involvement in the research project is the single most significant factor associated with high confidence in research skills.

Call to Publish in an Undergraduate Medical Course: Dissemination of the Final-Year Research Project

ABSTRACTProblem: Today's medical doctors must not only have the clinical skills to treat patients effectively but also keep current with new advances in medicine and critically analyze evidence to choose the best treatments and explain the risks and benefits of different options. In this article, we aim to share the approach taken at a Portuguese medical school to promote a close connection between research and learning. Intervention: In a blended-learning approach, students studied research and scientific methods and undertook one of three faculty-supervised research and dissemination projects. To support immediate application of new research knowledge, students were offered optional short lectures and problem sets. All course information was featured on a website that also supported a discussion forum. We analyzed 1,350 theses leading to the medical degree, defended in six consecutive academic years (2007–2013). Our aim was to estimate the publication rates and factors associated with publication of the final-year undergraduate research projects. Context: The present research curriculum was developed at the University of Porto Faculty of Medicine as part of the Bologna process curriculum implemented in the 2007–2008 academic year. From May to June 2014 we looked for corresponding articles published over the period of September 2007 to April 2014. We searched PubMed, Scielo, Scopus, and IndexRMP databases to locate publications resulting from student theses. Outcomes: Over 6 years, the diffusion of knowledge produced by medical students, who engaged in clinical practice concurrently with research projects, was fairly low (10.4%). Program modifications that increased student accountability and engagement allowed for an increased rate of publication from 1.0% to 23.9%. Factors associated with publication were research area, publication as a performance assessment criterion, and publication language. Lessons Learned: The results of this study suggest that it is helpful to provide research opportunities that allow aspiring future medical doctors to begin their research careers. Further research is needed to understand difficulties students and supervisors face in project development and to achieve greater balance in topic coverage among projects and, consequently, in departmental involvement in the program.

Peer-teaching in the food chemistry laboratory: student-produced experiments, peer and audio feedback, and integration of employability skills

This paper describes the author’s experience over the last several years of implementing an alternative Food Chemistry laboratory practical model for a group of third-year BSc Nutraceuticals students. The initial main objectives were to prepare students for the more independent final-year research project; to incorporate innovative approaches to feedback; and to integrate key employability skills into the curriculum. These were achieved through building the skills required to ultimately allow students working in groups to research, design and run a laboratory for their class. The first year of the project involved innovative approaches to feedback, including weekly feedback sessions, report checklists and audio feedback podcasts. Student evaluation after one year suggested the case group felt more prepared for final-year research projects and work placement owing to the redesign of the laboratory assessment. This, together with general positive feedback across several indicators, was proof of concept, and was a foundation for an improved model. The improvements related to the organisation and management of the project, but the same pedagogical approach has been retained. The second year saw the introduction of a more rigorous and easier to manage peer evaluation though use of the online Comprehensive Assessment for Team-Member Effectiveness (CATME) tool. The most recent revision has included a Project Wiki hosted on Blackboard to facilitate the organisation, communication, assessment and feedback of student-generated resources.More recently, the final-year students who had participated in the peer-teaching Food Chemistry labs when in third year have been evaluated. This evaluation took place following their research projects, and suggests that the peer-teaching model better prepared them for these activities, compared to traditional laboratories.

Peer-teaching in the food chemistry laboratory: student-produced experiments, peer and audio feedback, and integration of employability skills

This paper describes the author’s experience over the last several years of implementing an alternative Food Chemistry laboratory practical model for a group of third-year BSc Nutraceuticals students. The initial main objectives were to prepare students for the more independent final-year research project; to incorporate innovative approaches to feedback; and to integrate key employability skills into the curriculum. These were achieved through building the skills required to ultimately allow students working in groups to research, design and run a laboratory for their class. The first year of the project involved innovative approaches to feedback, including weekly feedback sessions, report checklists and audio feedback podcasts. Student evaluation after one year suggested the case group felt more prepared for final-year research projects and work placement owing to the redesign of the laboratory assessment. This, together with general positive feedback across several indicators, was proof of concept, and was a foundation for an improved model. The improvements related to the organisation and management of the project, but the same pedagogical approach has been retained. The second year saw the introduction of a more rigorous and easier to manage peer evaluation though use of the online Comprehensive Assessment for Team-Member Effectiveness (CATME) tool. The most recent revision has included a Project Wiki hosted on Blackboard to facilitate the organisation, communication, assessment and feedback of student-generated resources. More recently, the final-year students who had participated in the peer-teaching Food Chemistry labs when in third year have been evaluated. This evaluation took place following their research projects, and suggests that the peer-teaching model better prepared them for these activities, compared to traditional laboratories.

What's on the horizon for undergraduate bioscience research?

Many undergraduate students describe their final-year research project as the pinnacle of their undergraduate degree: for some, the opportunity to undertake cutting-edge research in the laboratory of a leading expert in the area; for others, the opportunity to enhance their skills through questionnaire-based clinical research or through doing educational research in a local school.

Evaluation of a Generic Assessment Scheme for Pharmacy Undergraduate Projects

Every year, the completion of research projects is becoming more critical in the final year of UK M. Pharm programmes. But as this practice becomes more general, it is also becoming increasingly difficult to devise a set of assessment criteria that measure equivalence in student performance through both a disparate range of research disciplines and detached methods of evaluation. This study entertains a reform of these current assessment methods by employing new, generic evaluation criteria through which students undertaking projects in different disciplines may nevertheless achieve equality of marking. After explaining the application of these proposed criteria and measuring their fairness and precision though parametric statistics, it is concluded that such an assessment scheme provides a uniform, accurate and fair system for assessing final-year research projects across a wide spectrum of disciplines.

Experiences of Physiotherapists with Physical Disabilities

<h2>Summary:</h2> This study was undertaken to investigate the working situation of physiotherapists who acquire a physical disability after starting training or employment. The aim was to increase awareness among health-care professionals regarding the positive as well as the negative side of disability. The study took the form of a self-completed questionnaire on the effects of physical disability on work ability, working relationships, employment and the individuals' views concerning disability. The questionnaire was completed by 23 physiotherapists with a range of physical disabilities who volunteered to participate. Findings indicate that being a disabled physiotherapist has advantages and disadvantages, eg on the one hand, relationships with patients appear to be enhanced, while on the other hand job prospects diminish. The majority felt that their competence as physiotherapists was not affected. <b>Biography:</b> Carmel O'Hare qualified as a physiotherapist in 1990 with an honours degree in physiotherapy from the Polytechnic of East London. She now works as a junior physiotherapist in Enniskillen. This paper is based on her final-year research project. Diane Thomson qualified as a physiotherapist in 1966 from King's College School of Physiotherapy and completed her physiotherapy teaching diploma in 1971. While working as a teacher she gained her MSc in behavioural biology and health care at the University of Surrey in 1989. She is now a senior lecturer in the Institute of Health and Rehabilitation at the Polytechnic of East London and is an accredited counsellor of the Westminster Pastoral Foundation. She was the superviser of Carmel O'Hare's final-year project.