The Research-Teaching Nexus as a Curriculum Development Tool in a Graduate Taught Programme

Deborah Wallace, Olive Lennon, Justin King, Peter Doran


The graduate taught programme in Clinical and Translational Research aims to expose students to research content as well as research process and problems. This practice has strongly influenced our teaching approach by the integration of research in the curriculum by means of a wide-ranging programme of hands-on practical experience complementing classroom-based learning. Here, we investigate the potency of the Research-Teaching Nexusin our programme by using the Healey & Jenkins pedagogical model as a curriculum development tool and thereby enhancing learning. We map our module learning outcomes to this model enabling us to examine research-teaching linkages in our curriculum as well teaching strategies and learning experiences. These findings also allow us to highlight areas of our curriculum for development. Other outcomes are the development of a curriculum evaluation tool for staff and the broadening of students’ awareness of what constituents research by providing a framework for research driven continuous professional development. 


Research-teaching nexus; Curriculum-development; Medicine; Graduate-Taught; Clinical-research

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