Abstract:

This project involved collaborative, interdisciplinary activities in the subjects of Biochemistry and HCP (Personal Skills and Competences). The aim was to develop activities within the service learning pedagogy that were meaningful to the students and that enhanced decision making, collaboration and social awareness. This interdisciplinary project, also combined social media and service learning within the faculty. Groups of 8-9 students worked on a pre-selected biochemistry topic to develop different types of evidence. One of the objectives was to produce informative Instagram posts on biochemistry topics, using different media formats. We provided students with a collaborative space in Canvas, where they loaded the different materials and creations. They also used external design tools, focusing on the biochemical and metabolic underpinnings of the selected topics. The HCP course provided an in-class platform to develop teamwork skills (communication, decision making, design of the final publication, etc.) and to deepen those aspects related to community medicine, social impact of the chosen topic, ethical considerations, to produce a meaningful, socially engaged, critical, interactive and impactful publication. Tailored guidance was provided to students and formative and ongoing evaluation was undertaken by teachers at three different points in the course. For the qualitative assessment, the teachers used different rubrics that were open to the students. Students presented their teamwork to teachers and classmates at the end of the school year in May 2023. Then, publications were uploaded to the faculty’s Instagram account in June and July 2023, with follow-up surveys to assess the impact on students and the community. We worked with the faculty's communications department to orchestrate the release of each publication within the instagram account. Data from classroom activities and Instagram were analysed. This was followed by a reflective evaluation for improvements in the next academic year. Quantitative results, derived from the teacher's assessment of the materials and content, as well as the final presentation, showed that the students achieved very acceptable average grades. Q Qualitative analyses focusing on competencies in problem-based learning, patient-centred approach, communication skills and teamwork were assessed through course rubrics and Canvas posts. Although the grades achieved by the students were good, some aspects could be improved (teamwork, ethical proposal of the topic, critical thinking, writing skills, etc.). We also studied the student and community satisfaction surveys and the statistical data collected by the Instagram account for each publication.The project went smoothly, although some challenges were identified in organising the content and addressing social and ethical issues. Teachers found it challenging to assess contributions from different groups in Canvas, and this will need to be improved in the future. Collaboration between faculty members was highlighted as a significant benefit.

Keywords:

Service Learning, teamwork, medicine, Instagram, community medicine, social impact, ethical considerations, biochemistry.