A practice-oriented focus together with personalised talent support lead to success in medical education for local and international students. Here, Alán Alpár explains why teaching, science and patient care must go hand in hand
In this video podcast Mike Ibba, dean of Schmid College of Science and Technology at Chapman University, talks about undergraduate research, what philosophers and scientists can learn from each other and the state of US federal funding for science and technology research
What is best practice for universities’ public engagement? How do you enlist the public in your research? And how do you keep them interested in the long term? Two 2022 THE Awards winners share their insights – from their experiences tracking Covid and decoding Dickens
Integrated projects can be a powerful tool for bolstering problem-solving capabilities and encouraging students to integrate knowledge from various courses
A detailed conversation and a letter begin a support process that can take students from repeated course failure to success and confidence. Here, Eric Grinberg explains how it works
How can we teach students other than those studying for healthcare or other vocational qualifications to work across disciplinary boundaries and make scientific decisions in a creative – and enjoyable – manner? Here’s what we learned from running a data-driven drug-discovery scenario
This hands-on approach to clinical practice integrates content and language and enables both local and international students to acquire communication skills and vocabulary alongside activities relevant to medical practice
University ‘taster days’ can introduce teenagers to what global health research and advocacy might be like as a future career. Here four academics describe a pilot training session and what they learned from it
Humour is a versatile teaching tool, explains Pete Ludovice. It’s fun, it makes the lecturer seem more approachable, helps make complex concepts relatable, shifts cognitive load, and encourages innovation in the classroom
Three questions that medical sciences lecturers should ask when revising curricula to promote ethical considerations, an understanding of health inequities and diverse perspectives
