Isn’t it weird that we value a second opinion in medicine but this is not really a thing in education? Isn’t it weird that we first collect the data and then treat patients but do it the other way round in teaching?

John Hattie is probably one of the most renowned scientist in the field of education research and still, after many years in the business, keeps being greedy. He developed the most commonly used feedback model in higher education and keeps advertising to focus on the process instead of the achievement.

What characterizes a great teacher? What do students need to learn? Why are high achievers often rewarded and students who put in the effort of working through struggles not? Who’s fault is is actually if a student fails the course?

These are some of the topics we cover in this episode. Although there are more practical tips for teachers and faculty, also as a student this talk might be very interesting in order to become more autonomous in learning and especially choosing the right teachers.

To contact us, get in touch via email: hi[At]curemeded.com & follow us on Instagram @curingthecurriculum

You've asked AI a question you were too embarrassed to ask your supervisor. Handy. But what does it cost when we start routing around the awkward, slow, human business of learning from other humans?

In this episode we talk with Professor Margaret Bearman from Deakin University about AI, bias, and why efficiency might be the most misleading word in education.

We get into the black box problem, and why she thinks the real skill isn't opening it, it's knowing a good output when you see one. We talk about bias: not just in AI, but the fact that data can quietly replace the patient in front of you. And we build on the philosopher Lauren Berlant to argue that teaching and learning are supposed to be inconvenient, and that this is a feature, not a bug.

A conversation about mess, judgement, and why the most useful question a medical student can ask isn't "is this right?" but "how would I know?"

To contact us, get in touch via email: hi[At]curemeded.com & follow us on Instagram @curingthecurriculum

In this conversation with Liz Molloy we cover the paleo case against the feedback sandwich, why emotions in feedback are not a problem to be managed away, how trust is earned one dip of the toe at a time, and why the student who stayed behind to put the blanket back over the patient may be the most valuable person on the ward.

Liz is Pro Vice-Chancellor of Curriculum at the University of Melbourne and has collaborated extensively with Rola Ajjawi, Margaret Bearman, David Boud and David Carless - and her work is all about feedback literacy.

To contact us, get in touch via email: hi[At]curemeded.com & follow us on Instagram @curingthecurriculum