Conference Presentations & Posters by Sherry Wu
Presented at International Association of Medical Science Educators (IAMSE) Annual Meeting, June 4-7th 2022, Denver, Colorado (hybrid conference), 2022
Our medical school has yearly enrolments of approximately 500 students. Many of our nearly 200 in... more Our medical school has yearly enrolments of approximately 500 students. Many of our nearly 200 international students could not enter Australia during the pandemic. Some students continued studies in their home countries, whilst others interrupted studies until they could resume in-person. Lockdowns and movement and activity restrictions have affected staff and onshore students. Disruption is likely to continue. Our student cohort was, and remains, temporally and spatially separated.
Regardless, all students must meet learning objectives simultaneously, and learning experiences must be equitable and inclusive. Biomedical science teaching, reliant on in-person laboratory teaching, was particularly affected by staff and resource limitations.
We addressed this unique challenge via an action learning approach. We present three examples of our approach to online resource development from individual asynchronous resources, through to whole cohort synchronous activities.
We developed tutorials for enhancing clinical reasoning in biomedical science designed for individual use, in partnership with overseas students interrupting their studies, maintaining their connection to the student cohort.
We converted all teaching in histology to online small group teaching. All students, regardless of location, share the same experience.
We ran synchronous whole cohort research tutorials and integrated biomedical symposia online, an approach that allowed us to support discipline integration and promote student engagement in large groups.
Over three iterations, we used staff and student feedback to evaluate and improve teaching strategies. We learnt several lessons that will inform our practice post-pandemic.
Careful selection of content and approach exploits different technological affordances. Purpose-created online resources can be more effective and efficient than previous existing in-person teaching, and are equitable for all students.
Online teaching provides flexibility and inclusion for staff, contributing to staff satisfaction and well-being, and allows them to meet teaching demands more efficiently than in-person teaching.
Finally, an online approach can better deliver an integrated curriculum.
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Conference Presentations & Posters by Sherry Wu
Regardless, all students must meet learning objectives simultaneously, and learning experiences must be equitable and inclusive. Biomedical science teaching, reliant on in-person laboratory teaching, was particularly affected by staff and resource limitations.
We addressed this unique challenge via an action learning approach. We present three examples of our approach to online resource development from individual asynchronous resources, through to whole cohort synchronous activities.
We developed tutorials for enhancing clinical reasoning in biomedical science designed for individual use, in partnership with overseas students interrupting their studies, maintaining their connection to the student cohort.
We converted all teaching in histology to online small group teaching. All students, regardless of location, share the same experience.
We ran synchronous whole cohort research tutorials and integrated biomedical symposia online, an approach that allowed us to support discipline integration and promote student engagement in large groups.
Over three iterations, we used staff and student feedback to evaluate and improve teaching strategies. We learnt several lessons that will inform our practice post-pandemic.
Careful selection of content and approach exploits different technological affordances. Purpose-created online resources can be more effective and efficient than previous existing in-person teaching, and are equitable for all students.
Online teaching provides flexibility and inclusion for staff, contributing to staff satisfaction and well-being, and allows them to meet teaching demands more efficiently than in-person teaching.
Finally, an online approach can better deliver an integrated curriculum.
Regardless, all students must meet learning objectives simultaneously, and learning experiences must be equitable and inclusive. Biomedical science teaching, reliant on in-person laboratory teaching, was particularly affected by staff and resource limitations.
We addressed this unique challenge via an action learning approach. We present three examples of our approach to online resource development from individual asynchronous resources, through to whole cohort synchronous activities.
We developed tutorials for enhancing clinical reasoning in biomedical science designed for individual use, in partnership with overseas students interrupting their studies, maintaining their connection to the student cohort.
We converted all teaching in histology to online small group teaching. All students, regardless of location, share the same experience.
We ran synchronous whole cohort research tutorials and integrated biomedical symposia online, an approach that allowed us to support discipline integration and promote student engagement in large groups.
Over three iterations, we used staff and student feedback to evaluate and improve teaching strategies. We learnt several lessons that will inform our practice post-pandemic.
Careful selection of content and approach exploits different technological affordances. Purpose-created online resources can be more effective and efficient than previous existing in-person teaching, and are equitable for all students.
Online teaching provides flexibility and inclusion for staff, contributing to staff satisfaction and well-being, and allows them to meet teaching demands more efficiently than in-person teaching.
Finally, an online approach can better deliver an integrated curriculum.