Teaching Through Collaborative Problem Solving to Make Teaching More Interactive, Student-based and Future-proof. A Teacher–Researcher Collaboration in Medicine Education

Abstract

This chapter reports on the design-based research study aimed at the re- and codesign of the third-year course “Introduction to Biostatistics,” part of the Bachelor program in Medicine. The authors aimed to make teaching more interactive, student-based and future-proof by empirically testing theoretical assumptions during iterative studies, including both quantitative and qualitative results from the perspective of the students and the teacher. The authors’ conclusion is that teacher–researcher collaboration can be an effective approach for professional development and improving innovative practices. At the same time, it allows to get a better theoretical understanding of effective teaching and learning practices. The authors hope that this chapter can inspire others to transform toward a progressive institution and looking for concrete innovative classroom practices in the context of innovative learning spaces.

Citation

Raes, A., Pieters, M. and Vens, C. (2022), "Teaching Through Collaborative Problem Solving to Make Teaching More Interactive, Student-based and Future-proof. A Teacher–Researcher Collaboration in Medicine Education", Sengupta, E. and Blessinger, P. (Ed.) ICT and Innovation in Teaching Learning Methods in Higher Education (Innovations in Higher Education Teaching and Learning, Vol. 45), Emerald Publishing Limited, Leeds, pp. 11-30. https://doi.org/10.1108/S2055-364120220000045002