What innovative approaches to inquiry-based and problem-based learning can you use in your curriculum?

It is to incorporate feedback mechanisms. Ensure that there are opportunities for students to receive constructive feedback on their problem-solving approaches and decisions within these scenarios. This feedback can come from peers, instructors, or external stakeholders, such as community members or industry professionals. It helps students reflect on their learning process and outcomes, and fosters critical thinking and adaptability. Including diverse viewpoints and critiques will enrich the learning experience and prepare students for the complexities of real-world decision-making.

In addition to what has already been said, it can also work: - Collaborate with industry partners to provide students with opportunities for project-based internships or externships. Engage students in real-world projects where they can apply their knowledge and skills to address authentic challenges. - Utilize technology-enhanced learning tools such as online simulations, VR environments, or interactive multimedia resources. - Partner with local community organizations to develop community-based research projects that address real needs or issues. - Organize socratic seminars or debates where students engage in structured discussions around thought-provoking questions or controversial topics.

Case-based learning is a pedagogical approach that engages students in authentic inquiry through the analysis of real-world situations. Problem-solving, critical thinking, authentic learning, and knowledge transfer are key elements of CBL. CBL promotes deep learning by providing students with opportunities to apply theoretical concepts to practical scenarios. It is an effective strategy to cultivate inquiry-based learning environments that empower students to actively explore and construct knowledge through collaborative discussions on cases. Cases must be structured, relevant, realistic, and challenging to be effective. CBL prepares students for professional practice as they solve cases they could potentially encounter in the real world.

One thing I would like to practice with my students is to determine their understanding level by designing authenticity/real world cases related to their persuing career. While explaining any body structure if I add a clinical connection related to that particular structure, it would give a better understanding of that particular topic and would help the learner with retrieval later. Preceptors must aim for their learners success the most with the common objective and aligned assessment with the intended learning outcomes!

The best example related to scaffolding confidence is assigning small in-class and weekly assignments to students. Learners sometimes been hesitant to participate in open discussions so, we can provide them discussion platforms where they can add their thoughts and feel equally confident like other vocal learners. Solo and group presentations is another great way to evaluate learners thought process and overall subject understanding.

Collaborative learning is another term for in-class or peer networking. It is an art of strong understanding by knowing the same content through different channels. Gamification is another brand new concept that helps with learners engagement while clearing up their concepts. Word slides and graphical presentations of groups with different number of students is also an excellent way of mutual learning.

With access to generative AI to all, the assessment of students working according to the enquiry-based or PBL approach requires special precautions, because they only need to ask their question to an AI like ChatGPT to obtain a very elaborate answer, which they then only have to deepen, possibly continuing to use AI. Under these conditions, it is no longer necessary for them to carry out the work of self-reflection that is at the heart of this approach. It is therefore preferable to assess them orally by checking in with them several times, face-to-face or remotely, in order to monitor their progress and verify their personal involvement, and to keep a record of it, which can be used in the event that the student disputes the grade.

One approach to stimulate learners’ engagement before the actual commencement of the class is to propose that they begin contemplating a specific real-world problem, following the inquiry-based and problem-based method, preferably working in small groups. This method allows them to delve into the discipline's context, often proving highly motivating. Then, it's viable to guide them through the complete course in a subsequent phase, employing alternative pedagogical approaches like the flipped classroom model. This approach ensures that they have covered the entire course content and engaged in one or more practical applications. Consequently, it helps avoid knowledge gaps in the discipline being taught.