ABSTRACT
Conclusion This chapter aimed to show that even if a topic has been demoted in terms of time allocation, a fresh emphasis on teaching strategy can help a focussed shortened course become a useful resource for the student. It also aimed to show that the andragogical and other educational literature can provide evidence for actions to take to improve learning. There still remains the challenge and risks of attempting something new with our students in our particular situation and the importance of gaining feedback from them on the initiatives taken.
