Keele Research Repository

Group-based teaching can be an effective means of promoting active learning. As part of a medical degree, these sessions often focus on a clinical case. The students work collaboratively to build on previous knowledge and gain a deeper understanding of the pathophysiological mechanisms causing disease. However, a student-led approach can lead to frustration (and consequently sacrifice engagement) if the sessions are not designed with enough guidance to enable students to “scaffold” their learning. This case study is an account of the evaluation, reflection and subsequent re-design of a module in Year 3 of the MBChB course that focuses on the topic of neuropharmacology. The re-design posed unique challenges, as Year 3 acts as a transition phase from pre-clinical to clinical teaching for medical students. The aim of this re-design was to enhance student engagement and promote collaborative, active learning, whilst fostering the problem-solving skills required for clinical practice.