Speed networking works for postgraduate research
EDITOR—We were intrigued to read Ridd and Shaw's recent communication on the use of a modified form of "speed dating" to improve their collaborative academic outlook in Bristol.1 We are pleased to report a refinement of this method and its application to the identification of research and education projects, and supervisors, for students undertaking the MSc in primary health care at King's College London.
At the first meeting of our MSc cohort (n = 8) and senior researchers and educators (their potential project supervisors, n = 9), we used a modification of the Ridd and Shaw methodology, extending the contact time between student and supervisor to about five minutes (recognising the conversational needs of our qualitative researchers) and supplemented the process with a printed handout, reminding students of supervisors' research and education interests and providing contact details. Using this method we were able to introduce all students to all the supervisors in under an hour, during which the energy and enthusiasm in the room were palpable.
All involved agreed that this was an effective and enjoyable way of making reliminary contact, and the mean student satisfaction score, on a Likert scale with a maximum score of 10 was 7.75. We recommend the continued use and development of this approach as an excellent means of breaking the ice at events where academic collaboration of various kinds is being sought.
At the first meeting of our MSc cohort (n = 8) and senior researchers and educators (their potential project supervisors, n = 9), we used a modification of the Ridd and Shaw methodology, extending the contact time between student and supervisor to about five minutes (recognising the conversational needs of our qualitative researchers) and supplemented the process with a printed handout, reminding students of supervisors' research and education interests and providing contact details. Using this method we were able to introduce all students to all the supervisors in under an hour, during which the energy and enthusiasm in the room were palpable.
All involved agreed that this was an effective and enjoyable way of making reliminary contact, and the mean student satisfaction score, on a Likert scale with a maximum score of 10 was 7.75. We recommend the continued use and development of this approach as an excellent means of breaking the ice at events where academic collaboration of various kinds is being sought.
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Roger H Jones (BMJ (British Medical Journal)) 29th October 2005