Faculty Departments:
Institution: Manchester Metropolitan University
The Manchester Academy for Healthcare Scientist Education (MAHSE) is frequently held up as a model of best practice for the delivery of healthcare science education.Established in 2012, the aim was to consolidate and expand existing collaborations between Manchester, Manchester Metropolitan and Salford Universities and partner NHS Trusts that underpin the delivery of Clinical Science Master programmes, the academic component of the NHS Science Training Programme (STP).
Faculty Departments:
Institution: London South Bank University
A multi-disciplinary team of enterprise educators from London South Bank University (LSBU) has come together to successfully embed enterprise across the university. The team includes professional service staff, academic Enterprise Champions from LSBU's seven Schools and three student Enterprise Ambassadors.
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Institution: Liverpool Hope University
For the past 5 years Liverpool Hope University has been running a pan-university network of Communities of Practice (CoP). The network arose from a university-wide conversation concerning the best manner to share ' best practice'.
Faculty Departments:
Institution: Imperial College London
Imperial's Undergraduate Primary Care Education team is composed of over thirty staff, trainees and students led by Dr Sonia Kumar. It delivers over twelve courses across the medical degree. The team's vision is to make a transformational, socially accountable difference to students, patients and communities.
Faculty Departments:
Institution: De Montfort University
CrashEd is a multidisciplinary inclusive, immersive and transferable teaching, learning and assessment model that has been developed by a subject diverse team at De Montfort University (DMU).
Faculty Departments:
Institution: Birmingham City University
The High Achievers Recognition Scheme (HARS) in the Faculty of Health, Education and Life Sciences (HELS) advances and celebrates students' professional and academic aspirations and capabilities amongst a highly diverse, largely ' commuter' student population.
Faculty Departments:
Institution: University of South Wales
This project sought to design an innovative way of delivering therapy training: working collaboratively with students and community partners to combine teaching and learning with evidence-based practice working.
Faculty Departments:
Institution: University of Leicester
The Centre for Interdisciplinary Science at University of Leicester comprises a strongly collaborative teaching team delivering the University's innovative Natural Sciences undergraduate programme.
Faculty Departments:
Institution: University of Kent
The Centre for Child Protection (CCP) offers new and innovative ways of bringing child protection training to academics, students, safeguarding professionals from health, social care and education and directly to young people.
Faculty Departments:
Institution: University of Huddersfield
The core team and the connected broader team are all educators and experience teaching and learning as a community of praxis.
Faculty Departments:
Institution: University of Cumbria
The Major Incident (MI) is an inter-professional, problem-based learning scenario focusing on an unfolding crime investigation, currently involving three professions. The collaboration facilitates the 'hi-fidelity authenticity' which cannot be created individually. This enables enhanced opportunities for students to develop employability skills realistic to their professional vocation, working within their respective regulatory and professional guidelines.
Faculty Departments:
Institution: University of Bradford
The Pharmacy Curriculum Team is made up of a diverse group of 16 people at different stages in their careers, different grades, academic, non-academic and a recent graduate (2017). Some have a pharmacy practice background from hospital, community or primary care; others have a science background. The majority hold HEA Fellowship. There are two qualified TBL associates and all are leaders by virtue of their devolved roles and responsibilities.
