Learning Environment

Lecture theatres can hold up to 450 students. It is important to consider what the learning experience will be like for the student. Try to break up your content with frequent stops to test student knowledge (15/20) mins. You might want to consider using Mentimeter for this. You may wish to post your slides on your module Canvas site before the lecture. You may also want to set pre-session work to be completed by the students. If you do this, it is important that you refer to it in your lecture. It should be used by students to prepare for your lecture so you might want to show how it will be used in the session.  You may wish to record the session and make the recording available on the Canvas module site. If possible, refer to students by name – if you don’t know their name do ask.

Seminars take place in flat rooms. Seminar groups can vary in size. The purpose of the seminar is often to consolidate the material covered in the lecture associated with the seminar. The tutor will often summarise the material covered in the lecture – sometimes giving a different or alterative perspective that provides insight to students. Material covered in the seminar will often include looking at some problems or case studies that are tackled by the students individually, in pairs or in small groups. The lecturer will encourage discussion of the problems and their solution and will support the learners as they tackle the problems. Seminars are often where students can articulate their understanding of the material and get the chance to develop their arguments and consolidate their knowledge. The layout of the room is important and can have an appreciable effect of the dynamic of the session. If the seating is in rows, it will not be suitable for group work and it may be that you wish to consider rearranging the table and chairs if this is possible.

Classrooms tend to be larger than seminar rooms although not as large as lecture theatres. They are flat rooms with tables usually positioned in rows. These are often movable so that the room can be arranged for more effective group work. These rooms are often used for lectures for small groups

Practical sessions often take place in laboratories where students get to do hands on practical work supported by academic and technical staff. These are often highly specialised areas and will be used for both practical and project work. They are also used for research work by postgraduate students and post-doctoral researchers.

Clinical simulation is being increasingly used as an effective experiential teaching tool when training health care professionals. The University’s Clinical Simulation Centre is an essential and popular educational resource. The state-of-the-art facilities comprise a range of simulation suites and provide a realistic clinical environment where students’ practice necessary skills under the expert supervision of academic and technical staff.

The Centre contains a wide range of teaching resources, including:

• Adult, child and baby 'advanced life support' mannequins
• Full body adult, child and baby patient simulators
• Contemporary critical care equipment
• Range of clinical settings, e.g. ICU, ED and operating theatres
• Facilitated learning by experienced healthcare clinician

We also have a range of informal learning spaces that are designed to encourage social aspects of learning such as discussions, meetings and informal learning conversations between staff and students. Some of these spaces are listed below:

Café Rore, Hutton Hub, Enterprise Hub, Café Ambition, DeHav Mezzanine, Sports Cafe.