The University of Leeds is ranked 10th nationally for research power and 9th for impact. It has been named the UK University of the Year for its outstanding commitment to student education (Times Higher). Leeds hosts over 32K students from 141 countries and is currently participating in more than 100 projects as coordinators or partners.
The Division of Anatomy within the School of Medicine, UoL is a center of excellence for anatomy education scholarship. It focuses on teaching and scholarship excellence and has delivered a number of projects that focus on the use of TEL in anatomy education. It has an edu-centric approach to the integration of TEL into its anatomy curricula and has accordingly been recognised with a number of national awards including, the Association of Learning Technologists’ Learning Technologist of the Year Individual award, the Times Higher Education Most Innovative Teacher of the Year Award and received a National Teaching Fellowship in 2017.
The Leeds Institute of Medical Education (LIME), with strengths in research, technology innovations, and an extensive network of national and international collaborators, has maintained a portfolio of high quality and high-impact research. LIME has internationally-acknowledged expertise in medical education and the use of technology to enhance learning in Medicine. LIME has excellent practical experience of managing learning technology and an understanding of the barriers and challenges present in health care settings.
The University of Leeds will contribute to the project along two important areas. Firstly, the University will provide expertise in relation to the academic content for populating the learning tool with accurate and appropriate basic science that is relevant to the tool under creation. For example, with neuroanatomy being the focus of the project the University will be able to provide the accurate content.
The second area will be in regard to evaluating the efficacy of the learning tool along the three main areas: effectiveness, efficiency and self-perceived perceptions of the learning tool by the end users (students). This will take a mixed methods methodology including, qualitative and quantitative approaches using the following approaches: 1) Likert-based and open-ended questionnaires with established or emergent scales, including follow up descriptive analysis, factor analysis, correlational analysis/linear regression; 2) follow-up focus group qualitative analysis; 3) quantitative analysis with a mixture of volunteer based randomised control trial and in-course assessment analysis using parametric and non-parametric statistical analysis where appropriate. The evaluation approach will follow that of a published TEL evaluation framework devised by the partner (Pickering JD, Joynes V. (2016) A holistic model for evaluating the impact of individual technology-enhanced learning resources. Med Teach 38(12):1242-1247).