Longevity, legacy, and lament: Learning from longstanding educators in an innovative curriculum

Research about problem-based learning (PBL) tutoring in medicine has prioritized quantifying relationships between tutor characteristics or learning environment and tutoring behaviour or student outcomes. Longitudinal studies and qualitative research about how such tutors conceptualize their long-term experience are rare. The research question was thus: What educator outlooks do inaugural PBL tutors develop after substantial experience in a problem-based medical curriculum? At16 year-follow-up of interviews with an inaugural cohort of PBL tutors, semistructured interviews with the remaining ten explored their outlooks as educators now versus then. Two years later, an open-ended e-questionnaire (E-interview) reviewed their outlooks, particularly about the curriculum being replaced. Tutors viewed their role now through a more discerning, reflective, and constructivist ‘good educator’ lens. They articulated principles for facilitating active learning. When that curriculum was replaced, tutors were positive about its legacy but also lamented flawed educational governance for maintaining and renewing whole-system integrity. Educator development should prompt critical reflection about ‘the good educator’ identity, the related enthusiasms, discomforts, and uncertainties, and the impact of curriculum shifts.

Team-based learning within the veterinary curriculum

Team-based learning (TBL) was introduced to the Veterinary Science (BVSc) curriculum in 2013 as a method of aiding students in their integration of knowledge across multiple subjects using case-based scenarios. TBL is learner-centred and requires student accountability for learning within their team using an outcomes-based approach, and has been shown to increase medical student exam performance, particularly for lower performing students. The TBL format includes pre-reading, individual and group readiness assurance tests, instructor review, and team application, all of which are considered essential for the successful implementation of TBL. In this paper, we describe the use of TBL within the BVSc curriculum and discuss potential reasons for successes and failures related to student engagement and assessment, alongside considering enhancements required for future implementation.

Evaluation of innovative digital microscopy and interactive team-based learning approaches in histology teaching

Histology teaching in veterinary science and other higher education clinical programmes has traditionally relied on light microscopy in a laboratory setting. However, increasing student numbers, limited flexibility of these tools for learning outside the lab, and, most recently, the COVID-19 pandemic, are driving the search for alternative approaches to delivery and sustaining of learning resources. Improved digital technologies, increasingly available through technology-enhanced learning facilities, can help address these issues. Thus, we created a digitized, interactive library of slide-mounted tissue specimens accessible through our institutional virtual learning environment, piloted its uptake by first-year BVSc students, tested it in combination with a team-based learning/flipped classroom strategy, and compared old and new approaches by evaluating student preferences and histology examination results. Students reported greater engagement with the new resource which appeared to influence exam results positively. We identify future areas of investigation and suggest developments to these approaches to encourage adoption across curricula.

Community, adaptability, and good judgement: Reflections on creating meaningful, sustainable pedagogy in uncertain times

This reflective piece details aspects of pedagogic good practice prompted by our experiences of developing online learning in the context of the COVID-19 pandemic. Given the exceptional circumstances experienced by universities globally, and given the unprecedented challenges continuing to face educators, new, distinctive methods of delivering a high-quality student experience, to tight time constraints were required. We reflect upon our experiences of engaging in COVID-19 planning, drawing from our substantial knowledge of delivering postgraduate education in the online environment, offering three aspects of good practice (establishing community, adaptability, and good judgement), sometimes taken for granted or overlooked, relevant not only in exceptional circumstances but, as we also suggest in the paper, important to university educators seeking to deliver high-quality, sustainable pedagogy more broadly. The aspects of good practice we outline are mutually reinforcing, unlikely in their own right to deliver the beneficial, sustainable outcomes apparent when embedded in combination.

Problem- and case-based scenarios in teaching instrumental analytical chemistry: A two-level approach to trialling

Rapid technological development introduced dramatic changes in teaching analytical chemistry. While instruction of core analytical chemistry continues to be of significance, implementation of additional applied approaches helps to bridge the gap between the theoretical nature of academic teaching, and a practical way typical for employment. Although the use of problem- and case-based learning scenarios in chemistry have shown to be beneficial, evidence of their application for the teaching of instrumental analytical subjects remains limited. One of the main concerns in developing new curriculum disciplines involving problem- and case-based learning regards the way of testing these teaching approaches before implementation. In this report, we introduce a two-step model for trialling of problem- and case-based scenarios for the teaching of applied analytical chemistry, which was helpful in the development of several chemistry modules for both undergraduate and postgraduate curricula.

Undergraduate orthoptic students’ views of the use of Virtual Reality in teaching and learning

This study ascertains undergraduate perceptions of the use of Virtual Reality (VR) within undergraduate studies. Fifty undergraduate orthoptic students were surveyed through an online questionnaire, where questions were based around students understanding of VR, teaching methods in higher education and the value of VR in learning and teaching. Ninety-two percent of students surveyed reported experience of VR on at least one occasion and 55% of all surveyed felt that VR has a valuable role within higher education. For those who do not use VR regularly, 24% reported this being due to a dislike of the headset, and 14% stated that it was due to cyber-sickness. Twenty-seven per cent indicated the lack of use was due to insufficient content. Overall, perception of VR as a learning tool is generally positive or comes with some uncertainty; however, there are factors identified that may prevent use within the curriculum. Development of educationally specific content to orthoptics and increased access to the technology is indicated to enhance student learning.