Learning communication skills from groupwork in practical sessions
August 2, 2009
Video >> Video playing: “You should always clip before performing an ultrasound examination. Air and dirt trapped within the animal’s coat will interfere with the transmission of ultrasound and prevent you obtaining diagnostic images.” Sarah: “They work in groups through quite a lot of the practicals so a number of the skills that they have …
Demonstrating practical skills to large groups using an overhead visualiser
August 1, 2009
Video >> Sarah Freeman: “We start almost all of our practical classes off with some sort of demonstration showing the students where they’re supposed to be looking at things, what they’re supposed to be doing, and then allow them to go and spend the time working, working it out for themselves.” Sarah demonstrating with the …
Giving feedback on practical sessions via a podcast
June 10, 2009
Video >> Sarah Westwater-Wood: “In the Therapeutics Studies module I teach three groups the same thing every week and they’re two hour long lectures and it’s quite intensive delivery of manual skills and underpinning knowledge. When I finish the week’s practical sessions I realise that there are common things that I want to feed back …
Making a podcast of a lecture: recording and uploading to WebCT
May 27, 2009
Video >> Andrew: “This is the podcasting kit we use in lectures. It’s pretty bulky. This is what I just picked up from the learning and teaching resource and support people. This is the main kit and these are just the wires to plug it in, which I’ll do. “So that’s plugged in and on. …
Video demonstrations of common laboratory techniques address student diversity and limited lab time
May 1, 2009
Sally Chappell and Paddy Tighe: “When people start the MSc in Molecular Diagnostics they come with quite varied levels of experience. Some of our students have been working in industry or a related area for maybe a year or two years, so they’re quite comfortable with lab techniques, whilst others come straight from a degree …
Gina Wisker on supervising students
April 13, 2009
Video >> Gina Wisker: “I think about supervision as a form of teaching and teaching doesn’t mean thrusting things down people’s throats, it means bringing things out of people. Helping them develop. Enabling. And research at any level is, undergraduate, postgraduate, work based or whatever, it’s a form of learning, so when I’m supervising students …
Effective demonstration of bench practical skills to large laboratory classes using an integrated system of visualisers, screens and SMARTboard
March 1, 2009
Colin Melia: “In these labs, we teach our students how to make different types of medicines including liquid medicines, creams, ointments, powders and suppositories. The students learn skills that they’ll have to use when they work in a hospital pharmacy manufacturing unit, a ‘specials’ medicines lab or anywhere where individual medicines have to be made …
Developing subject specific internet training sessions
January 31, 2009
Christian Haase: “In recent years, the Higher Education Academy, JISC, the University of Nottingham and other bodies have introduced new training sessions to encourage a more reflective use of the web. A number of studies suggest that such learning modules will reduce “copy and paste” plagiarism. However, it is questionable to what extent the new …
Linking theory to practice in an undergraduate veterinary curriculum using case-based teaching: students’ perspectives
September 9, 2008
Hany Elsheikha: Background: “Case-based teaching (CBT) has been used extensively in medical and dental educational programs to develop critical thinking skills via a learner-centred approach. At the School of Veterinary Medicine and Science, University of Nottingham CBT was introduced as an ancillary teaching intervention to integrate clinically relevant material into the basic science component of …
ePioneers project: podcasting – recording conversations
June 9, 2008
Video >> Richard Pemberton: “We wanted to give them some sort of extra input, in addition to the classroom input, that they could – could act as a, kind of, supplement, but was not delivered in the same format. “So we didn’t just want to, sort of, record, like, a lecture, and then they would …
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