# data[].attributes.attachment_link.title
Warman LeapForward Show and Tell 2nd attempt

# data[].attributes.attachment_link.title
Streaming to deliver a hands on dissection experience

# data[].attributes.attachment_link.title
Using students' feedback requests to create a written feedback dialogue and improve the helpful

# data[].attributes.body
Interesting to hear about the NICE initiative, I'd love to see how that works. We have ebvm learning for the vets (rcvsknowledge.org). Is it a similar concept (online learning modules)?

# data[].attributes.body
Very interesting - How difficult is the balloon modelling? Even the simple things I have tried have been a struggle!

# data[].attributes.body
What is the one key thing you think will help to change the feedback issues?

# data[].attributes.headline
The students took to the balloon building very well (they can either inflate them or build o-colon/o-mentum uninflated). They tied their balloons together at the end, rather than twisting them like a magician. If you'd like any further information drop us an email :)

# data[].attributes.subject
The students took to the balloon building very well (they can either inflate them or build o-colon/o-mentum uninflated). They tied their balloons together at the end, rather than twisting them like a magician. If you'd like any further information drop us an email :)

# data[].attributes.headline
It would be interesting to know how the group work is organised for the interactive component.

# data[].attributes.subject
It would be interesting to know how the group work is organised for the interactive component.

# data[].attributes.headline
It was run in Zoom breakout rooms with a facilitator (a student who had been briefed) and they worked through the case scenario and 5As, which was set up in online surveys with quizzes, etc.

# data[].attributes.subject
It was run in Zoom breakout rooms with a facilitator (a student who had been briefed) and they worked through the case scenario and 5As, which was set up in online surveys with quizzes, etc.

# data[].attributes.body
I think understanding students' perceptions feedback and how we can encourage engagement and help them to understand how to use feedback effectively. I think creating a feedback dialogue will also help with this.

# data[].attributes.headline
Did you manage to address the timeliness with the feedback?  I sometimes find written feedback takes time and then the students have lost interest.   and moved on. 

# data[].attributes.subject
Did you manage to address the timeliness with the feedback?  I sometimes find written feedback takes time and then the students have lost interest.   and moved on. 

# data[].attributes.headline
Good to  have the reps on board to understand how things run from the other side.  You talked about budget - did this mean you paid the student co-creators from a research grant?

# data[].attributes.subject
Good to  have the reps on board to understand how things run from the other side.  You talked about budget - did this mean you paid the student co-creators from a research grant?

# data[].attributes.headline
The online learning at the start of the 6 workshops provides introduction and context to task-based learning and face to face small group work.  We do use the 5As - this forms the basis of the year 4 Evidence summary and the students work in pairs to come up with their own PICO question and write something akin to a short systematic review of 4000 words.

# data[].attributes.subject
The online learning at the start of the 6 workshops provides introduction and context to task-based learning and face to face small group work.  We do use the 5As - this forms the basis of the year 4 Evidence summary and the students work in pairs to come up with their own PICO question and write something akin to a short systematic review of 4000 words.

# data[].attributes.body
The group work was organised as such: student were assigned into one of 4 groups, one for each of the pre-designed cases; they worked through an online survey, which asked them multiple choice questions about the stages of the 5 As, introducing them to some of the skills required and providing an opportunity to ask questions and give feedback; a Q&A/feedback session followed the task to clarify points raised and addressing feedback from the survey.