Global sharing, local innovation: Four schools, four countries, one curriculum

Abstract

We believe that these experiences might be of interest to others contemplating a similar development.

The Development of a Virtual World Problem-Based Learning Tutorial and Comparison With Interactive Text-Based Tutorials

“…It is to be hoped that in accepting the pedagogic losses we experience from the reduction in face-to-face teaching, we can provide compensations in other directions, online. Perhaps cooperative online learning that includes virtual realities may help to contribute, as Castelo-Branco et al ( 25 ) puts it, “a pedagogy of imagination and surprise.”…”

“…The PBL scenario was structured in a similar manner to traditional PBL ( 25 ), with the important distinction that the scenario now took place within a 3D environment rather than as text, in this one-off session. The students in each group, along with their facilitator were all co-located in the same physical space.…”

Is the “flipped” pedagogical model the answer to the challenges of rural nursing education?: A discussion paper?

“…(Talbert, 2012), has its origins in the 1997 works of Mazur (Bergmann, 2012, Crouch & Mazur, 2001, King, 1993. 'Flipping' can be characterised under various pedagogical approaches based on substantial discourse including action learning (Burns, 2012;Critz & Knight, 2013); transformative learning (Brookfield, 1987;Mezirow, 2003), blended learning (Engel, 2014;Jokinen & Mikkonen, 2013) and problem based learning (Bonnes et al, 2017;Castelo-Branco et al, 2016).…”

“…The issues of course design and presentation have often been further criticized because of insufficient technical support or training to academic staff in facilitating and using the technology to its full advantage (Chen et al, 2014;Warelow et al, 2011) which leads to criticisms that student learning outcomes are not attained resulting in student attrition (Jokinen & Mikkonen, 2013;Warelow et al, 2011). The difficulty in recruiting, training and maintaining staff to provide and uphold the implementation of the pedagogy has been identified as a problem by Castelo-Branco et al (2016) in their examination of the implementation of the Flinders University problem based learning curriculum in four medical schools in four countries. Each jurisdiction faced similar problems with the university structure providing resistance to change from colleagues and from the faculty/university administration relating to costs and pressures from other university objectives.…”

Academic staff perspectives on delivering a shared undergraduate medical module on three transnational campuses: Practical considerations and lessons learned

“…The transplantation of a curriculum, from the home campus to partnering host campuses is often considered an efficient way of establishing a new programme or school; however the successful implementation of a shared modularised curriculum can be complex and challenging. Many of the strategic institutional challenges associated with such initiatives have previously been described (Castelo-Branco, Finucane et al 2016, Waterval, Driessen et al 2018, Waterval, Frambach et al 2018. However, the practicalities for academic staff of successful implementation, at the modular level, have not been explored to the same extent.…”