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Engaging the professional community in teaching medical students

Teaching Matters Experiential Learning

You might think that the teaching content in a professional vocational degree like medicine – defined by the governing body the General Medical Council ( GMC ) and detailing what a medical student should know as they exit their undergraduate programme and embark on their first day as a junior doctor – would be almost entirely prescriptive.

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Students as teachers: implementing the Certificate in Veterinary Medical Education

Teaching Matters Experiential Learning

Dr Neil Hudson, Senior Veterinary Clinical Lecturer at the Royal (Dick) School of Veterinary Studies and Director of the Undergraduate Certificate in Veterinary Medical Education reflects on the benefits of enabling undergraduate students to participate in teaching. Feb 3, 2017

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Our Health: Interdisciplinary, community-based research projects

Teaching Matters Student Employment

My engagement practice provided me with many opportunities to observe researchers from different disciplines working together as a cohesive team to research some of the most urgent medical challenges of our time. What health research agendas would they set if they could?

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Meet the Syllabus: engaging in current research

Teaching Matters Student Employment

While many courses of this kind are excellent, there is nevertheless the danger of conveying an impression that research and teaching are disconnected. Research is something that happens upstream, where experts produce ideas. The course is designed to bridge the gap between teaching and research. General discussion ensued.

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Students as partners in education: Experiences from the Undergraduate Certificate in Veterinary Medical Education

Teaching Matters Experiential Learning

An RCVS Diplomate in Equine Internal Medicine, Neil teaches throughout the BVM&S Programme, and introduced and leads the Undergraduate Certificate in Veterinary Medical Education at the Vet School. His research interests include veterinary education, students as teachers, admissions and equine gastroenterology and welfare.

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Learning from each other: Adventures in student engagement with learning and teaching

Teaching Matters Academic Communities

Vet students work with a model of a dog’s head [Paul Dodds]. We offer up to 6 spaces within each cohort, and the students selected are ones who show a keen interest in working in Higher Education in the future. Some of the students also attend staff talks on educational topics, which they find helpful for their own teaching.

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Student-Led, Individually-Created Courses (SLICCs): Learning and teaching beyond disciplinary silos

Teaching Matters Experiential Learning

In comparison, the challenges for conducting interdisciplinary research seem to be at a lower level, for instance with the funding of a research grant, or as a student project – they are discrete and have clearly defined objectives. Furthermore, those resources of money and researchers, act as great enablers.

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