Martin Veysey, Hull York Medical School, University of York
Since inception, Hull York Medical School has used problem-based learning as the
key modality for teaching first and second year undergraduate medical students.
This analytical approach lends itself to enquiry and research, but the opportunity to embed research-led teaching within PBL has been variably successful. Is PBL a good way to strengthen the links between teaching and research? And if so, how can course designers maximize this opportunity, while addressing the challenges it presents?
Structure of workshop
Using an interactive workshop format facilitated by both academics and students,
participants will be presented with the concept of, and the opportunities that exist in, a PBL curriculum with embedded links to research, that enables researchers to be actively involved in students’ learning. The participants will be asked to discuss whether these opportunities have been realized, in their experience, and to consider the challenges that exist. Possible solutions to the challenges will be explored, allowing participants to take away solutions to ensure their curricula are strengthened by this research-teaching nexus.