In this episode of the In Beta podcast, we explore an innovative approach to curriculum design in physiotherapy education, where Ben shares his vision for a new fourth-year module called “Constructing Learning from Practice” as part of a newly validated four-year MSc Physiotherapy programme.
This module takes a radical departure from traditional course design by embracing co-creation and student-led learning. Instead of predetermined content, students will identify their own learning needs based on their clinical experiences and collaboratively create the module’s content. This approach aims to bridge the gap between academic learning and clinical practice, preparing students for the realities of continuous professional development after graduation.
Ben discusses the challenges and opportunities of this innovative design, including how it aligns with the scholarship of teaching and learning. The conversation also touches on the broader implications for higher education, exploring how such approaches might address current challenges in the sector and contribute to new forms of academic scholarship.
Additional resources
- Bovill, C. (2020). Co-creation in learning and teaching: the case for a whole-class approach in higher education. High. Educ., 79(6), 1023–1037.
- Riley, S., McCabe, G., & Pirie, I. (2017). Student-Led, Individually-Created Courses (SLICCs): Enabling students to gain academic credit for extra- curricular activities during the summer vacation and take ownership of their learning. In Transforming Assessment in Higher Education (pp. 104–108). Higher Education Academy.