Advice on shaping the focus and content of programmes – looking at co-creation, future skills, decolonisation, embedding SDGs, inclusive learning, virtual and large-scale programmes
Three questions that medical sciences lecturers should ask when revising curricula to promote ethical considerations, an understanding of health inequities and diverse perspectives
A focus on practical competences comes with the risk that theoretical knowledge will be sidelined during the clinical years. However, two-way vertical integration of medical training can provide a more balanced strategy for learning
Five strategies universities can adopt to aid medical students’ understanding of and engagement with social justice principles as part of healthcare training
A benchmark of success for interdisciplinary learning is graduates who have the flexibility to examine their areas of interest and develop attributes that deliver practical value to future employers
Opening the curriculum to First Nations’ histories and knowledge is a key part of decolonisation, as lisahunter and Karen Lambert explain in this second part of their series
Student-centred learning design promotes engagement, critical thinking and problem-solving, which leads to enhanced real-world skills. M. C. Zhang and Aliana Leong share their strategies
Practical advice for embedding sustainability issues into broader professional practice, taking lessons from teaching English language that are applicable across other disciplines
