Case example Biomedical science graduates

In this case example, I advised academic colleagues on how to design and use Mode Neutral in their practice. The secondary role I played in this example was to collect and interpret the data from the completed questionnaires.

Concurrently, twenty-one biomedical science graduates working in the pharmaceutical sector undertook further learning at their employer’s request through

the Science Industry Partnership initiative. All students were enrolled on a postgraduate chemical formulation module in a UK University. All students were invited to complete and returned the pre-module and post-module online questionnaire. 2 post-module focus groups took place in 2016. Biomedical science graduates took part in a Mode Neutral module tailored to meet their employment competencies (Kenyon & Hase, 2010). This module was partially delivered online with occasional study days at a UK University.

The students in this twelve-week period of study completed the same questionnaire issued to the nursing students. Results were plotted against the same 0 to 5 rating scale and compared to the nursing profile. The pre-study questionnaire illustrated low identity for this particular group, and when discussed further in the focus group, students commented on how they had not been part of the decision process to undertake this module. In the figure below, there is a strong presence, but this does not necessarily suggest someone has a strong identity due to the forced nature of attendance.

Figure 8. Demonstrates the initial group ‘anchor’ points before the learner engagement – biomedical

One participant commented:

“My employer has sent me to do this course. I cannot attend all the time, so I will have to do some online in my own time. I don’t know where I am going to find the time. They should give me more support, but we don’t have the staff.”

(Biomedical science participant A11B)

Therefore the starting point for the biomedical students compared to the healthcare students was different. In the qualitative narrative, in particular, the biomedical students believed they had no control over what was taking place.

At the end of the 12-week period, all participants were invited to complete the same questionnaire based on their learning experience. Sixteen biomedical science graduates attended the focus groups.In contrast to the nursing students, twenty-one biomedical science graduates were unsure of their identity because of the employer- driven desire for them to undertake the educational experience (Portfolio – endorsement 4.5).

On average 68% (n= 11) attended the university-led workshops, while 31% (n= 5) did not. A total of 13 learners participated online at different times during the 24 hour day. No interaction was recorded on any given day between 3 am and 5am. Biomedical science graduates profile witnessed a remarkable rise in their identity formation (figure 9). Participants in the online activities commented on how there was a respectful culture among them all. The acquisition of new knowledge also helped one

participant make sense of what he was doing in the workplace. He appeared to internalise his self-value and worth when he stated: “I have been doing it the correct way for years without realising why.” (Biomedical science participant S4B)

Figure 9. Demonstrates the ‘anchor’ points after learner engagement in Mode Neutral – biomedical science graduates

In the Mode Neutral experience, biomedical students started with lack of control and autonomy over why they were participating in the learning. Interactive elements and sharing experience supported the students to find their common ground and develop in-group values (Maio, 2016). The affiliation between identity formation and emotional intelligence uplifted the positive mood expressed in a student comment, “I am glad I have participated in this group, I have learnt so much from all my friends in this group.”

(Participant E2B)

It seems in both these case studies that the design and application of the Mode Neutral style module draws on the dominant principles of identity to act as a catalyst for developing human values. Perceived identity in the second example appears to influence reality and therefore has an adverse effect on ‘thing’ formation when a

learner has no control of their reason for learning. If pedagogical models are designed to encourage the reshaping of the pre-module views or reinforce identity formation, then this creates a chain reaction on presence and willingness to engage and build a sense of being.

4.2 Presence

A single definition of Presence does not exist. However, there are several useful descriptions of the work of Heeter (1992), Sheridan (1992), Slater (1999), Witmer and Singer (1998) and others. In this paper, Presence is referred to in the way we exercise our identity by voicing our thoughts outwardly to others. Proximity to others and time spent ‘being there’ engaging with one another creates both a physiological and psychological ‘feeling’ of being present or existence. Schubert et al. (2001) believed presence is connected to the concept of immersion best described by Slater and Wilbur (1997) where good experiences can stimulate the vivid illusion of reality (Brett, 2004). It is best described as an important sensing element of human cognition that arouses curiosity in any space as well as those which are technology enhanced. Moreover, presence is the constant exercising and shaping of one’s identity based on the returning feedback we receive from a community of practice. This was evident in the biomedical science group in particular how they discussed their profession and how they felt their mode neutral cohort had extended their insight into knowledge sharing as a community. Data collated from the healthcare case examples highlighted the learner’s desire to be there and exercise their presence in their studies.