Our experiences with creating active learning environments for undergraduate Biomedical and Medical students at King's College London

Growing evidence indicates that active learning improves student performance in science teaching (Freeman et al., 2014, Proc Natl Acad Sci U S A 111:8410‐5). Based on our experience that our Biomedical students tended to perform well in memorising taught facts, but often less well in the translational, synoptic aspects of using this knowledge (application, analysis and evaluation), we have implemented active learning scenarios on several 2nd and 3rd year modules. Their format ranges from reflective exercises for individual students to embodiment exercises for the entire class. Here I will discuss their feasability for different class sizes as well as potential pitfalls in their implementation. Our scenarios are frequently rated 'best feature of the course' in student feedback. Intriguingly, average exam results have not improved since their implementation‐‐most likely because we have also changed our assessment style which has now a stronger emphasis on testing application of knowledge, rather than memorised knowledge per se. Active learning scenarios pose different challenges for teachers compared to traditional teaching methods. Although their outcome tends to be less defined, they require more detailed preparation‐‐ideally writing of a script that helps choreograph the scenario and maintain its pace, and that contains contingency plans for failed exercises. Active learning scenarios benefit from having more than one teacher. In conclusion, active learning has improved student satisfaction and, arguably, performance on our courses and has made teaching more enjoyable.