Challenging how we learn, lead, and care.
Academics are of course extremely smart, capable people. But I'm experiencing more and more pressure for them to get up to speed with the digital aspects of their role, which is moving unbelievably quickly. The nature of this post is not to patronise, on the contrary, it's to acknowledge that we often get the basics… Continue reading 5 Essential Digital Skills for Academics
‘Student as Producer’ is proudly showcased at a strategic level at the University of Lincoln, reimagining the student not only as a learner, but as an active co-creator of knowledge (Neary & Winn, 2009). The model places emphasis on aligning research and teaching — ideally moving toward scholarly, purposeful outputs created through meaningful collaboration. Admittedly,… Continue reading Student as Producer – In Simulation!
In clinical practice, things rarely go as planned. So why do we train students like they always will? I recently read a fascinating article by Amorøe et al. (2025) identifying tangible debriefing techniques to enhance learner appreciation of overcoming challenges within simulation activities, and it's inspired me... Amorøe et al., utilise Hollnagel's (2014) theory of… Continue reading Resilience-Focused Debriefing
Towards the end of my Postgraduate Diploma in Policy and Practice in Higher Education, the module Supporting Academic Professional Development asked something different of me. Not another policy analysis, nor another deep dive into pedagogy, but a drawing together—of ideas, of experiences, of identity. It was a culminating moment, and a quietly transformative one. The… Continue reading PGDip Module 4 – Supporting Academic Professional Development
On April 12th, we delivered something I feel genuinely proud of: a large-scale interprofessional ward-round simulation that brought together first-year students from Physiotherapy, Occupational Therapy, Speech and Language Therapy, Social Work, and Nursing. It wasn’t just another tick-box exercise in clinical education. It was immersive, deliberate, and anchored in a shared purpose—to give students a… Continue reading Ward Round Simulation – Interprofessional Practice
The challenge of teaching patient-centred communication in physiotherapy is not new. Traditional simulation methods—peer role-play or actor-based scenarios—have their merits but also clear limitations. Role-play often lacks authenticity, and actor-led simulations, while valuable, are difficult to scale. What’s become increasingly clear is the need for accessible, flexible approaches that still maintain the depth of real-world… Continue reading Applying Simulation Pedagogy to AI-Enabled Learning in Physiotherapy Education
Dean Walker 