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Student-selected projects: can they enhance lifelong learning skills?
Sue R Whittle1, Deborah G Murdoch-Eaton
1School of Biochemistry & Molecular Biology, University of Leeds, UK. s.r.whittle@leed.ac.uk
Medical Teacher
|July 6, 2002
Summary
First-year students reported improved IT and presentation skills but decreased confidence in transferable skills after project-based learning. This suggests a more realistic self-assessment of lifelong learning abilities.
Area of Science:
- Education
- Skill Development
- Higher Education
Background:
- Introduction of student-selected projects in Year 1 to foster lifelong learning skills.
- Previous cohort data available for comparative analysis.
Purpose of the Study:
- Assess the impact of project-based learning on students' skill perceptions.
- Compare skill perceptions between students in the new program and the previous course.
Main Methods:
- Administered questionnaires at the beginning and end of Year 1, and post-project.
- Assessed students' self-perceptions of transferable skills, IT, and presentation abilities.
Main Results:
- Students reported skill improvements, especially in IT and presentation.
- Overall confidence in transferable skills decreased compared to the previous cohort.
- Students recognized new skill acquisition but struggled to identify existing skill improvement.
Conclusions:
- Project-based learning enhances recognition of new skills but may lower self-confidence.
- Increased focus on skills development and self-evaluation leads to more realistic self-assessment.