Page 62 - EDU_Programme_Handbook

PG DIP ULT

traditional lectures can complement each
other.
• A Bourdieusian analysis of the place
of patient-centred medicine in medical
education: does it have capital in the
curriculum?
• How effective is self-reflection and peer
feedback in formative assessment to enhance
student learning in medical education? An
analysis through the lens of Kolb’s learning
cycle.
• Curriculum mapping: a tool to reinterpret
medical student apprenticeship?
• An analysis of the transition from confusion
to understanding when learning physics: a
study of the journey through liminality using
taxonomies of learning
• How do we make doctors out of ‘bankers’?
Applying Freire’s theory to how we teach
medicine in the early years.
• How useful is Kolb’s learning style inventory
for informing the radiology training of
year one trainees from different clinical
backgrounds?
• Engaging medical students in reflective
e-portfolio: Do the Facebook Generation make
good e-reflectors?
• Multiple choice questions are a good way to
help students learn: TRUE or FALSE?
• Liminality, akin to a labyrinth rather than
a portal. Improving teaching and learning
in Child and Adolescent Psychiatry through
Threshold Concepts.
• An individual endeavour? How departments
can help students transition into HE
• Can undergraduate education hope to
transform students into physicists?
• Trippin’ out – why fieldtrips are a fundamental
necessity for successful undergraduate
Geology education.
• Mind the gap: Could defining threshold
capabilities help make key tacit knowledge
explicit and aid transition from medical school
to clinical practice?

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