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Article on how to begin a teaching session and the difference that a great start makes eg asking really great questions that then get addressed. Or an intriguing statement that captures curiosity

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Advice

4 quick ways to shift students' attention from life's distractions to your course content

Christophe Vorlet for The Chronicle

"Many years later, as he faced the firing squad, Colonel Aureliano Buendía was to remember that distant afternoon when his father took him to discover ice."

In a conversation I had with Ken Bain, my longtime mentor and favorite education writer, he cited that quote - the first sentence of Gabriel García Márquez's novel One Hundred Years of Solitude - as one of the great openings in literary history. It's hard to disagree: The sentence plunges us immediately into a drama, acquaints us with a character on the brink of death, and yet intrigues us with the reference to his long-forgotten (and curiosity-inducing) memory. That sentence makes us want to keep reading.

When I teach my writing course on creative nonfiction, we spend a lot of time analyzing the opening lines of great writers. I work frequently with students on their opening words, sentences, and paragraphs. In that very short space, I explain to them, most readers will decide whether or not to continue reading the rest of your essay. If you can't grab and hold their attention with your opening, you are likely to lose them before they get to your hard-won insights 10 paragraphs later.

The same principle, I would argue, holds true in teaching a college course. The opening five minutes offer us a rich opportunity to capture the attention of students and prepare them for learning. They walk into our classes trailing all of the distractions of their complex lives - the many wonders of their smartphones, the arguments with roommates, the question of what to have for lunch. Their bodies may be stuck in a room with us for the required time period, but their minds may be somewhere else entirely.

It seems clear, then, that we should start class with a deliberate effort to bring students' focus to the subject at hand. Unfortunately, based on my many observations of faculty members in action, the first five minutes of a college class often get frittered away with logistical tasks (taking attendance or setting up our technology), gathering our thoughts as we discuss homework or upcoming tests, or writing on the board.

Logistics and organization certainly matter, and may be unavoidable on some days. But on most days, we should be able to do better. In this column, the second in a series on small changes we can make to improve teaching and learning in higher education, I offer four quick suggestions for the first few minutes of class to focus the attention of students and prepare their brains for learning.

Open with a question or two. Another favorite education writer of mine, the cognitive psychologist Daniel Willingham, argues that teachers should focus more on the use of questions. "The material I want students to learn," he writes in his book Why Don't Students Like School?, "is actually the answer to a question. On its own, the answer is almost never interesting. But if you know the question, the answer may be quite interesting."

My colleague Greg Weiner, an associate professor of political science, puts those ideas into practice. At the beginning of class, he shows four or five questions on a slide for students to consider. Class then proceeds in the usual fashion. At the end, he returns to the questions so that students can both see some potential answers and understand that they have learned something that day.

For example, in a session of his "American Government" course that focused on the separation of powers, the first question of the day might be: "What problem is the separation of powers designed to address?" And the last: "What forces have eroded the separation of powers?" Those questions are also available to the students in advance of class, to help guide their reading and homework. But having the questions visible at the start of class, and returning to them at the end, reminds students that each session has a clear purpose.

So consider opening class with one or more questions that qualify as important and fascinating. You might even let students give preliminary answers for a few moments, and then again in the closing minutes, to help them recognize how their understanding has deepened over the course period.

What did we learn last time? A favorite activity of many instructors is to spend a few minutes at the opening of class reviewing what happened in the previous session. That makes perfect sense, and is supported by the idea that we don't learn from single exposure to material - we need to return frequently to whatever we are attempting to master.

But instead of offering a capsule review to students, why not ask them to offer one back to you?

In the teaching-and-learning world, the phenomenon known as the "testing effect" has received much ink. Put very simply, if we want to remember something, we have to practice remembering it. To that end, learning researchers have demonstrated over and over again that quizzes and tests not only measure student learning, but can actually help promote it. The more times that students have to draw information, ideas, or skills from memory, the better they learn it.

Instead of "testing effect," I prefer to use the more technical term, "retrieval practice," because testing is not required to help students practice retrieving material from their memories. Any effort they make to remember course content - without the help of notes or texts - will benefit their learning.

Take advantage of that fact in the opening few minutes of class by asking students to "remind" you of the key points from the last session. Write them on the board - editing as you go and providing feedback to ensure the responses are accurate - to set up the day's new material. Five minutes of that at the start of every class will prepare students to succeed on the memory retrieval they will need on quizzes and exams throughout the semester.

One important caveat: Students should do all of this without notebooks, texts, or laptops. Retrieval practice only works when they are retrieving the material from memory - not when they are retrieving it from their screens or pages.

Reactivate what they learned in previous courses. Plenty of excellent evidence suggests that whatever knowledge students bring into a course has a major influence on what they take away from it. So a sure-fire technique to improve student learning is to begin class by revisiting, not just what they learned in the previous session, but what they already knew about the subject matter.

"The accuracy of students' prior content knowledge is critical to teaching and learning," write Susan A. Ambrose and Marsha C. Lovett in an essay on the subject in a free ebook, because "it is the foundation on which new knowledge is built. If students' prior knowledge is faulty (e.g., inaccurate facts, ideas, models, or theories), subsequent learning tends to be hindered because they ignore, discount, or resist important new evidence that conflicts with existing knowledge."

Asking students to tell you what they already know (or think they know) has two important benefits. First, it lights up the parts of their brains that connect to your course material, so when they encounter new material, they will process it in a richer knowledge context. Second, it lets you know what preconceptions students have about your course material. That way, your lecture, discussion, or whatever you plan for class that day can specifically deal with and improve upon the knowledge actually in the room, rather than the knowledge you imagine to be in the room.

Here, too, try posing simple questions at the beginning of class followed by a few minutes of discussion: "Today we are going to focus on X. What do you know about X already? What have you heard about it in the media, or learned in a previous class?" You might be surprised at the misconceptions you hear, or heartened by the state of knowledge in the room. Either way, you'll be better prepared to shape what follows in a productive way.

Write it down. All three of the previous activities would benefit from having students spend a few minutes writing down their responses. That way, every student has the opportunity to answer the question, practice memory retrieval from the previous session, or surface their prior knowledge - and not just the students most likely to raise their hands in class.

Frequent, low-stakes writing assignments constitute one of the best methods you can use to solicit engagement and thinking in class. You don't have to grade the responses very carefully - or at all. Count them for participation, or make them worth a tiny fraction of a student's grade. If you don't want to collect the papers, have students write in their notebooks or on laptops and walk around the classroom just to keep everyone honest and ensure they are doing the work. Limit writing time to three to five minutes and ask everyone to write until you call time - at which point discussion begins.

In my 15 years of full-time teaching, the only thing I have done consistently in every class is use the first few minutes for writing exercises, and I will continue to do that for as long as I am teaching. I love them not only for the learning benefits they offer, but because they have both a symbolic value and a focusing function. Starting with five minutes of writing helps students make the transition from the outside world to the classroom.

So don't limit student-writing time to papers or exams. Let a writing exercise help you bring focus and engagement to the opening of every class session. Build it into your routine. Class has begun: time to write, time to think.

In writing, as in learning, openings matter. Don't fritter them away.

James M. Lang is a professor of English and director of the Center for Teaching Excellence at Assumption College, in Worcester, Mass. His new book, Small Teaching: Everyday Lessons From the Science of Learning, will be published in March of 2016. Follow him on Twitter at @LangOnCourse.

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Small Changes in Teaching: The First 5 Minutes of Class

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Advice 4 quick ways to shift students' attention from life's distractions to your course content "Many years later, as he faced the firing squad, Colonel Aureliano Buendía was to remember that distant afternoon when his father took him to discover ice."

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Example - Treating Ed: A Medical Ethics Case Study

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Example - Treating Ed: A Medical Ethics Case Study

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Emotional but informative story containing patient background information, symptoms, treatment options and associated risks
Learner asked questions based on the story - asked questions around key points from story and to make ethical decisions

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Example - Tragic choices: Autism, Measles, and the MMR Vaccine

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Example - Tragic choices: Autism, Measles, and the MMR Vaccine

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Storytelling used to generate emotional scenario and capture learners interest
Data (graphs and tables) given relating to story and learner asked to examine the evidence
Learner asked what the main character in the story should do

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Example - Oh, What a Difference a Carbon Can Make!

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Example - Oh, What a Difference a Carbon Can Make!

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Short story given to bring idea of extra carbon to life and make activity more engaging
Questions given require higher order thinking skills - 'Discuss', 'compare and contrast'
Questions to be answered in groups
Data tables included in the context of the story and learner questioned on their analysis of this

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Clearly outlined LOs
Storytelling is used - Story broken down into different 'parts'
Visual PDF - Images and diagrams thoughout
Questions throughout - laid out like a worksheet

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A guide which explores the use of case studies in a range of disciplines and discusses examples of best practice

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Introduction of case based learning for teaching anatomy in a conventional medical school

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Introduction of case based learning for teaching anatomy in a conventional medical school

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Singh (2011)

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Example - University of Glasgow, Undergraduate Medical School

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Example - University of Glasgow, Undergraduate Medical School

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First the learning objectives are stated
Series of questions asked based around the scenario outlined after the objectives
Images of CT scans included, learner asked to draw conclusions from the images and state the appropriate medical response

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Short story outlined at top
Questions and activities stated below

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A guide to using case-based learning in biochemistry education

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A guide to using case-based learning in biochemistry education

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Kulak (2014)

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Enter your email address below. If your address has been previously registered, you will receive an email with instructions on how to reset your password. If you don't receive an email, you should register as a new user

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Case-Based Learning - National Centre on Universal design for Learning

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Case-Based Learning - National Centre on Universal design for Learning

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'Cases are representations of real-world situations. They are stories with a message.'
'Cases take many forms. For example, they can be written out as stories with a set of discussion questions, or they can be multimedia presentations that provide rich visual and auditory representations of people engaged in their work setting.'

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Case-Based Learning | National Center On Universal Design for Learning

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Case-based learning scenarios are beneficial in a number of ways: many of the soft skills represented in cases such as good communication, effective decision making, and professionalism, generalize to many STEM career pathways and therefore cases are less susceptible to becoming obsolete as workplace needs or processes change; they help adult learners picture why they are learning basic skills such as algebra and how these skills are used on the job; and, cases can be easily aligned with industry-identified skills.

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Case based learning - a review of the literature: is there scope for this educational paradigm in prehospital education?

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Case based learning - a review of the literature: is there scope for this educational paradigm in prehospital education?

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Williams (2005)

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Abstract

This paper discusses the findings of a literature review of case based learning (CBL) from a multidisciplinary health science education perspective and attempts to draw comparisons with the available literature relating to prehospital education and CBL.

CBL is an exciting educational prospect in which to develop research capacity, strategies, and opportunities. This paper provides an examination of the literature exploring the major consistencies and inconsistencies, and reveals areas of potential future research for prehospital education institutions.

This paper discusses the research topic development and the literature review of case based learning (CBL) from a multidisciplinary health science education experience. This was undertaken from the author's present role of lecturer for Monash University Centre for Ambulance and Paramedic Studies (MUCAPS) Melbourne, Australia.

Whereas professions such as veterinary science, medicine, dentistry, nursing, and others have experience in evaluating their use of CBL, prehospital education does not seem to produce any evaluation of CBL use within this field. Problem based learning (PBL) is considered the founding paradigm that models such as CBL have been based upon. There is a plethora of literature on PBL within many different disciplines; however, there is a paucity of literature within the contexts of prehospital education.

Undertaking further research in this area is important and significant in prehospital education. First, there has not been any literature found or secondary evidence outlining where any prehospital educators or ambulance services have used CBL (or even PBL for that matter). This means one of two things: CBL has not been utilised in prehospital education or that it has but no research has been published to show its use and efficacy. Second, this would potentially pave the way for other researchers or educators to be cognisant with CBL and its potential benefits. Third, it would give prehospital educators the ability to establish closer collaborative partnerships with other institutions and also develop collegial partnerships within higher education providers.

LITERATURE REVIEW

The purpose of this paper is to critically evaluate the available literature about CBL in order to understand its significance in relation to prehospital or other allied health science education. A literature review was undertaken using several databases: ERIC, Australian Education Index, MEDLINE, EMBASE, Cochrane Library, and MetaLib. The following MeSH terms were used in the search: case based learning, case-based learning, case series learning, medical education, nurse education, ambulance education, prehospital education, paramedic education, out-of-hospital education, EMS education, problem based learning, problem-based learning, patient centred learning, and educational methods.

CBL: A BACKGROUND

CBL is an educational paradigm closely related to the more common PBL. This PBL approach is andragogical (adult teaching/learning), posing contextualised questions that are based upon "real life" problems that may be clinical or non-clinical.

CBL's main traits derived from PBL are that a case, problem, or inquiry is used to stimulate and underpin the acquisition of knowledge, skills, and attitudes. Cases place events in a context or situation that promote authentic learning. Cases are generally written as problems that provide the student with a background of a patient or other clinical situation. Supporting information is provided, such as latest research articles, vital signs, clinical signs and symptoms, and laboratory results. CBL allows students to develop a collaborative, team based approach to their education. Other characteristics include hypothesis generation and the consolidation and integration of learning activities. Other benefits:

intrinsic and extrinsic motivation is developed, allowing individualised learning;

encourages self evaluation and critical reflection;

allows scientific inquiry and the development of support provision for their conclusions;

integration of knowledge and practice, and

Some regard the term PBL as negative and misleading, and highlight that there is no definitive description of PBL. The growing numbers of synonyms include integrated learning, patient centred learning, pathway models, project based learning, and CBL (fig 1). All have similar educational characteristics to PBL and can be considered as commensurate variations; however, a clear distinction can be made despite the similarities between PBL and CBL.

The fundamental difference is that PBL requires no prior experience or understanding in the subject matter, whereas CBL requires the students to have a degree of prior knowledge that can then assist in solving the problem (fig 2). Garvey et al (2000) describe it in another way:

Although problem-based learning and case-based learning share common goals, each instructional design possesses unique characteristics. In problem-based learning, the problem drives the learning. The case-based format requires students to recall previously covered material to solve clinical cases, which are based on clinical practice.

LIMITATIONS OF STUDIES

Many of the studies included in this paper have varying limitations given their small sample sizes. In many cases the study was one dimensional whereby the researchers were only examining one particular subject from the same semester using the same educational paradigm. The papers by Kassebaum et al and Engel and Hendricson employed a quasi crossover methodology whereby the two control groups were used: one group being taught under CBL conditions and the other through didactic lecture format. This allowed the authors to compare between the two groups.

The major gap or shortcoming of the research reviewed in this area, and similar to most educational quantitative research, is the ability to state or predict that students have not only enjoyed their new learning experience but importantly whether this in fact actually alters the way in which they learn and practice.

CBL VERSUS TRADITIONAL LECTURE FORMAT

Pearson et al, Kassebaum et al, and Hansen et al discussed the comparison of CBL with traditional lecture/didactic formats. Pearson et al were able to conclude that the innovative CBL paradigm appeared to be an effective adjunct to the traditional lecture format. Granted, they were unable to determine if this method of teaching could increase other problem solving attributes or improve clinical performance.

The study by Kassebaum et al was able to demonstrate several important aspects to students' attitudes to CBL after alternating their teaching methods during several work sessions. They were able to show that students undertaking the CBL format were better able to ask questions and make comments during class and CBL made the learning more enjoyable. The lecture format produced an interesting result; students felt the lecture method was more helpful in preparing for a written exam.

Student evaluations were undertaken by Kassebaum et al, Engel and Hendricson, Garvey et al, Hay and Katsikitis, Pearson et al, and Hansen et al through a combination of Likert Scales and questionnaires. The articles remonstrate that CBL was enjoyed and embraced by the majority of students. Student perception indicated that clinical reasoning, diagnostic interpretations, and the ability to think logically was also improved with CBL.

Some concerns were however raised in the Garvey et al paper (Table 1) where the students' responses indicated that "the cases facilitated active discussion at the seminars" and "the discussion sessions facilitated interaction between staff and students" were less than 4-point scale "agree" when these two questions are fundamental to the success and main driving forces of CBL environment. The ideology that students are driven by learning was challenged by results obtained by Kassebaum et al where students felt that a lecture format was far superior in preparing for a written exam compared to a CBL format.

MOTIVATION

Ertmer et al questioned 58 students using two self report learning inventories: motivated strategies for learning questionnaire (MSLQ) and self regulated learning inventory (SRLI). Both questionnaires measure student self regulation, self efficacy, and motivation levels in relation to their learning. In summary, the authors were able to show that students' confidence and motivation levels increased as they became more acquainted with problem orientated learning. This is reinforced by the following: "...some high students actually became motivated by their lack of knowledge. It's like a kid with a new video game...".

Engel and Hendricson found that the tutors believed CBL should have been incorporated into the curriculum of the Bachelor of Dentistry. Despite the preparation time being longer, tutors believed that students developed better problem solving skills under a CBL model compared with a lecture mode.

Similar results were noted by Garvey et al (Table 2). The tutor response was highest against the question "This teaching method is a useful preparation in clinical problem solving...", whereas this same question produced the lowest score in the student's evaluation.

Several authors (Kassebaum et al, Engel and Hendricson, Garvey et al, Hay and Katsikitis, Pearson et al) highlight student attitudinal results of CBL versus other paradigms, such as PBL and didactic lectures. No literature was found of any measurement and subsequent results of whether CBL had any impact on clinical performance or skill improvement. The only paper to evaluate beyond student attitudes of CBL models was by Hay and Katsikitis, where they not only measured students' attitudes but also reviewed students' knowledge levels. However, this could not be further attributed to any improvement in clinical performance.

DYNAMIC CURRICULUM

CBL allows students to develop a collaborative, team based approach to their education and their profession. It is intended to foster learning for competence, deep level understanding and provide opportunities for vertical and horizontal integration of the syllabus. In other words, this unique feature of the curriculum allows thematic elements to be incorporated both vertically and horizontally over the duration of the degree. This is also a feature within the paper by Pearson et al who describe a similar structure within their Preventive Medicine Faculty at the University of Rochester. A "Double Helix Curriculum" was developed to allow basic sciences and clinical practice to overlap and evolve through the four year degree. This allows the themes to be integrated into the student's daily instruction across all facets of the curriculum.

EXPERT VERSUS NON-EXPERT TUTORS

An important issue in CBL is the use of "expert" and "non-expert" tutors. The most common area of enquiry relating to desirable CBL tutor characteristics concerns the issue of whether the tutor should be an expert in the subject matter related to the problem under study. Hay and Katsikitis argue that students led by experts had higher test scores and levels of learner satisfaction, although they acknowledge this was at the expense of student learning where teacher preparation time detracted from total classroom time. Hay and Katsikitis also highlight that non-expert tutors were able to provide greater student/tutor flexibility and spend less time in teaching preparation and if they have been trained in facilitation skills are likely to be the best facilitators. The results of knowledge acquisition in the paper by Hay and Katsikitis demonstrated that the mean score was higher in student exam results when facilitated by expert tutors compared with the non-experts.

In a questionnaire developed by Garvey et al the non-expert tutors had a higher composite mean score in evaluating CBL compared with the students and from a pragmatic point of view this would be expected given that most tutors in the CBL area would be comfortable with its methodology. The main goal of the facilitator is to assist the students through the facts and to engage in analysis and the development of possible solutions or strategies. Garvey et al reinforce this and add "Students assume responsibility for their own learning and the tutors, instead of providing information to students, act as facilitators of their learning." Because the CBL in this study was offered from a multidisciplinary clinical teaching group this required non-expert tutors to facilitate small group instructions and often required the groups to receive new tutors at frequent intervals. Student evaluation highlighted that they were less than satisfied with the course being well organised. Garvey et al add: "Students commented that they were unhappy to change tutors during the course and wished to be assigned the same tutor for the entire course."

STRUCTURED VERSUS UNSTRUCTURED CASES

Sutyak et al conducted a prospective study of 79 medical students to assess whether student learning activity in CBL would vary between a structured and an unstructured case presentation. The structured student group were asked to establish and address a given diagnosis and were given clear and specific identification of the disease being studied. The unstructured student group were given the same task; however, they did not receive the same confirmatory results. Sutyak et al stress that despite many medical curricula utilising a CBL/PBL paradigm, their true benefits, risks, and outcomes have yet to be fully based upon evidence. Despite this, their study produced preliminary evidence that medical students preferred an unstructured approach to their cases.

GENDER IN CBL

Peplow questioned a sample group of 162 students undertaking an undergraduate anatomy degree to measure gender differences in the level of understanding and examination performance in an active CBL programme. Peplow demonstrated in Table 3 that female students developed and viewed the constructs of CBL better than male students. The study was able to establish that female students "... responded more positively to tasks undertaken in the initial discussion sessions ...".

Interestingly, the study was also able to establish that female students in the early parts of the programme performed better in their examination marks compared with the male students.

FLEXIBLE DELIVERY AND CBL

The Internet and computer mediated learning offers educational providers the ability to deliver CBL from multiple approaches. The discussion paper by Ward emphasises that computer mediated learning can encourage high levels of engagement and motivation beyond using just one methodology. Ward discussed several important pedagogical issues such as increased teacher workload and resource management, like as curriculum development and time to build up lecture material. A further issue was identified by a pilot study undertaken to determine whether students were "deep" or "surface" learners as classified by the Entwhistle Learning Style Inventory. Performance in general coursework and examination was higher in the "deep" learners compared with the "surface" learners. These findings are interesting given that computer mediated learning and hypertext browsing can be considered as passive or surface skimming. One possible solution could be found in the following statement: "Computer assisted learning does not necessarily mean students working individually at and with the computer. It can involve broader activities, including group work around the computer...".

Naidu et al and Thomas et al in their discussion papers describe their nursing education experiences from a web and interactive multimedia CBL perspective. Naidu et al stated that the premise came about by the need to alter the educational focus from content centred to case based. The main theme in both papers was the question of whether clinical practice or clinical decision making could be achieved through these modes. Naidu et al add: 'Our proposition combines powerful educational technologies and proven learning strategies to build self paced technology enhanced learning environment...". They attempted to achieve this by using authentic and real life situations within a typical medical ward through the architecture of clinical reasoning and clinical problem solving. The student would be led through the scenario through streaming audio and video attachments until finally submitting their treatment plan to the lecturer. Thomas et al developed two cases through standard web browsing in the area of psychiatry nursing. Each module was organised in normal phases of care to ensure the student would observe accurate patient care skills. Although both articles refer to "authentic" cases this has direct implications in web learning because the situations are prestructured and often constrained thereby reducing independent learning responses.

CONCLUSION

The majority of the evidence outlined in the literature review revealed that as a whole CBL was enjoyed by both students and tutors. Other key elements discussed in the remaining articles centred on the use of CBL in a horizontal and vertical curriculum, how CBL or case series are viable in an electronic format, and that female students may perform better at a CBL style of education early in their medical education.

It is important to note that no parallel research was found in the area of prehospital education, although anecdotally some prehospital education institutions may be using CBL. The potential is high to measure prehospital student perceptions of CBL in their curriculum. This aspect may need to be undertaken with a collaborative partner, such as another university, to generate adequate sample numbers. Either way, there seems to be significant scope to develop further research questions and potentially shape the way in which prehospital students learn.

View Abstract

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Case based learning-a review of the literature: is there scope for this educational paradigm in prehospital education?

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This paper discusses the findings of a literature review of case based learning (CBL) from a multidisciplinary health science education perspective and attempts to draw comparisons with the available literature relating to prehospital education and CBL. CBL is an exciting educational prospect in which to develop research capacity, strategies, and opportunities.

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National Centre for case study teaching in science

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National Centre for case study teaching in science

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Lots of examples - Case collection of resources/examples of cases which can be used covering a variety of scientific disciplines

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Case-based Teaching and Problem-based Learning - Center for Research on Learning and Teaching

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Case-based Teaching and Problem-based Learning - Center for Research on Learning and Teaching

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Case-based Teaching and Problem-based Learning | CRLT

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CRLT is dedicated to the support and advancement of evidence-based learning and teaching practices and the professional development of all members of the campus teaching community. CRLT partners with faculty, graduate students, postdocs, and administrators to develop and sustain a University culture that values and rewards teaching, respects and supports individual differences among learners, and creates learning environments in which diverse students and instructors can excel.

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Problem- and Case-based Learning - NHS Multiprofessional Faculty Development

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Problem- and Case-based Learning - NHS Multiprofessional Faculty Development

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Examples of what can be collected to develop a 'bank' of interesting clinical cases that illustrate various aspects of clinical learning

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What is Case Based Learning? - Cardiff University School of Medicine

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What is Case Based Learning? - Cardiff University School of Medicine

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'A case is used to think about the knowledge and skills needed and why these might be useful.'
'CBL is a particular method of teaching that is based on the principles of Problem Based Learning but it places more emphasis on putting your learning into practice in a clinical setting'
'Learning and remembering science is much easier when you can link it to real life patient cases and get a genuine feel for how essential it is to clinical practice.'

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"One of my favourite aspects of the course at Cardiff is being able to have placements all around Wales. It's such a beautiful place, and it means you get to practice in such a wide variety of different communities - rural, inner city, massively deprived and very affluent. And being on away placements means that you make friends with peers that you otherwise might not have come into contact with, so by the end of the course everyone knows everyone, which makes it a really friendly environment to be in."

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"One of my favourite aspects of the course at Cardiff is being able to have placements all around Wales. It's such a beautiful place, and it means you get to practice in such a wide variety of different communities - rural, inner city, massively deprived and very affluent.