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Alice M Kim1, Caroline J Speed1, Janet O Macaulay2

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Active learning in higher education enhances student engagement. Biomedical Science academics face barriers to implementing active learning, but strategies exist to support a more student-centered approach.

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Area of Science:

  • Biomedical Science Education
  • Higher Education Pedagogy

Background:

  • Traditional didactic teaching is prevalent in higher education.
  • Active learning strategies are recognized for improving student learning outcomes.
  • Monash University's "Better Teaching Better Learning" initiative aimed for student-centered learning but faced implementation challenges.

Purpose of the Study:

  • To evaluate teaching practices in Biomedical Science lectures.
  • To identify barriers to active learning implementation among academics.
  • To explore strategies for overcoming these barriers.

Main Methods:

  • Qualitative interviews with academics.
  • Online survey distributed to Biomedical Science academics.
  • Analysis of teaching styles and barriers to active learning.

Main Results:

  • Academics utilize diverse teaching styles; education-focused academics use more active learning.
  • Many academics are transitioning teaching styles to enhance student learning.
  • Significant barriers impede the consistent implementation of active learning.

Conclusions:

  • Active learning adoption in Biomedical Science is inconsistent due to complex barriers.
  • Strategies can be developed to facilitate academics' shift towards student-centered teaching.
  • Further support is needed to overcome implementation challenges and promote active learning.