ABSTRACT
Research-informed teaching has been shown to improve a student’s understanding of a topic as well as their communication skills. However, despite the importance of this in biomedical science degrees, there is remarkably little guidance for doing so in the literature. This may be due to the complexity of the subject and the range of opinions on what constitutes research-informed teaching and approaches to it. We would argue that not only should research inform teaching in biomedical sciences, but research should also be integrated robustly in all sub-disciplines across all levels in order to fully prepare students for the ever-advancing field of biomedical sciences.
Here we define research-integrated teaching as a combination of research-informed content and design, the use of research-based teaching and learning activities and the use of assessments aligned not only to a sub-discipline but also to relevant career paths; essentially a full consideration of research and ongoing developments in every aspect of teaching.
