The majority of participants were from Nairobi, but with representation from Botswana, Sudan, South Africa, Egypt and Czech Republic. A large number of staff and students participated. In discussion, it became apparent that most participants had not previously had the experience of such workshops.  Nevertheless, they engaged actively in discussions during the different sessions, and the majority provided thoughtful feedback to the organisers.

After an opening ceremony, participants were assigned to four groups which included both staff and students (both undergraduate and postgraduate) who rotated through four activities that involved their engagement in discussing different aspects of teaching physiology:

Computer-based physiology teaching: an introduction to the Lab Tutor (Powerlab) system for experimental work: a hands-on session;

Development of consistency and fairness in the design of the curriculum: defining relevant outcomes and teaching processes appropriate for different groups of students;

Active learning and critical thinking: engaging and motivating students;

Valid and reliable assessment of students’ knowledge as well as evaluation of programs and activities.

Participants actively engaged in debate and discussion, providing feedback on their own experiences and commenting on their expectations and needs. Many commented that they had not previously had the opportunity to engage in similar discussions or to participate in staff developmental activities. While the emphasis on issues in each session varied somewhat, common concerns and ideas emerged from the different groups.

Students studying at Bachelor or Masters levels included those from medicine, pharmacy, veterinary science, agriculture, dentistry, nursing, food technology, wildlife management, medical technology. Those students participated actively and contributed strongly to the discussions.

The opportunity was taken to ask participants to provide information on resources in their home institutions and to think about priorities for teaching physiology. Many highlighted the difficulties of finding, reviewing and critically evaluating appropriate teaching resources, whether in books, CD-ROMs or on-line. The need for ongoing staff development across a range of teaching skills was consistently raised as an important issue.

In discussion, some participants suggested that an introduction to effective active learning strategies would be helpful for students starting university studies. Many reported that a substantial number of  students had poor computer skills, and it was also noted that local Internet access was not always reliable. It was also pointed out  by several participants that many academic staff were generally not aware of the availability of on-line resources and they were not assisted to locate them or encouraged to use them effectively. Resources locally available included lecture notes, films, demonstrations, practical classes, reading materials and the Internet. Many – both staff and students – commented that they found it difficult to locate and access good quality on-line information.

Other staff expressed the need for ongoing support and training for developing teaching skills. Many noted that equally important was the development of critical skills to ensure that their teaching was informed and up-to-date, and to keep their scientific knowledge current. There appeared to be generally no centralised unit at university of faculty level for staff development to support these skills. Some participants also drew particular attention to the needs of postgraduate students who were not well supported to gain effective IT skills.

Sources of support for students included lecture notes, films, demonstrations (although it was noted that there were not enough), practical classes, reading materials, the Internet and support counsellors. From time to time, discussions on particular issues had been offered to assist students but it was noted that those sessions were poorly attended. Some students reported that they found the textbooks difficult. There are obviously significant issues when the language of the teaching is not the students’ first language, a universal issue of concern.

There were brief references to student selection, and to prior career guidance at school. Concerns were expressed that students were simply aiming to pass exams, rather than seeking to gain knowledge for professional practice – a common issue in many parts of the world. A number considered that there is a dichotomy between current assessment practices and the development of both knowledge and confidence for practice. Nevertheless, good teachers are generally seen as icons, mentors and role models.

Some teachers encourage a sense of partnership in developing learning skills, but others see their role as being more didactic or “telling” and providing information. Students’ evaluations of lecturers are seen by many staff to be very subjective, although the results are used to contribute to decisions on promotion. Some felt that audiovisual aids can sometimes hinder learning. Some teachers (but not all) encouraged participation from the students by offering helpful references, assignments and self-tests to gauge ongoing development. Participants discussed several key issues around examinations: fairness, reliability and reproducibility; many noted that time is often too short for in-depth testing; whether current methods encourage rote learning rather than understanding; whether assessment should be ongoing (formative, to provide ongoing feedback without penalty) or only at the end of a course to determine progression (summative); and how to ensure reliability and fairness.  Many felt that there was a role for all of these options.

An interesting and thoughtful discussion developed in one group on issues of preparation for teaching, including planning the methods to be used. Participants considered the relevance and depth needed for particular groups of students. They strongly agreed with the need to prepare materials well ahead, and to select books or other references as well as websites or CD-ROMs to support learning. Preparing the timetable well in advance helps staff to ensure that materials and teaching aids (including books, websites and CD-ROMs) will be available at the appropriate time. It was noted by some that teaching in English was not seen as a major problem in Kenya, as it is generally learned early and spoken at school.

Results of the feedback questionnaires

Forty one individuals returned the questionnaires; a copy is attached.

Did the workshop enhance your understanding of teaching physiology?

All 41 who responded agreed that the workshop had enhanced their understanding of teaching physiology.

Common responses included:

Identified key issues in teaching physiology to different groups; valued the interaction in the workshop groups; learned from workshop  interactions; liked the focus on understanding; identified diverse ways to encourage students’ active participation and interaction; discovered new ways to help students; acquired new skills; felt that it provided a base to build on; they enjoyed the international input.

Do you feel that you will be able to apply knowledge gained from the workshop?

Responses included:

Yes, within areas of my control; absolutely; enhanced my confidence; aim to apply the new techniques; value of Powerlab to improve learning; some challenges and remedies discussed; definitely, with some opportunities to practice,; new techniques will enhance learning; many experiments are simple, well explained and realistic; new knowledge and skills will be appreciated by students.

Please indicate the session topic(s)/activities that you found most helpful/interesting:

Powerlab experiments (26); teaching and learning (14); assessment (10); problem-based or case study (5), all (2).

What barriers might make it difficult to implement ideas discussed in the workshop?

Costs: for staff and Powerlab (22); administrative change and getting agreement (7); human and physical resources (staff, books etc) (7); lack of facilities (4); no barriers (3). Single responses included lack of prior exposure, unreliable electricity supply, unsupportive administration, lack of time, curriculum needs review, some policies/regulations are barriers.

Please indicate up to three best aspects of the workshop.

Hands on lab experiences (26); interaction, friendly, sharing (16); types of learning (10); group discussion (9); assessment (8); problem-based learning (4). Other individual responses included integration, participation, organisation, food, evaluation, teaching methods, all of it.

Please indicate up to three aspects you found less helpful.

There were 13 responses: none (2); too short (2); more on assessment (2). Each 1: more examples; too much discussion, not enough reading or handout; two groups the maximum; fewer participants; more internationals; discussion not pre-guided.

Suggestions of issues for future workshops:

Each of these was suggested by one or two individuals:

Focus on assessment; advising students on assessment;

Hands-on training in practicals: animal experiments

Using case studies effectively

Designing valid assessment

Advising/supporting students during exams

Developing and evaluating curricula

More Powerlab demonstrations and training Powerlab tutors

Motivating and engaging students

Teaching skills

Self-study methods for students

Exam setting and marking

Strategies to motivate and engage students

Information provided by workshop participants on resources and teaching

The majority of participants came from the University of Nairobi, but others came from Botswana (with a focus on animal science), the Sudan (Universities of Khartoum and Almanshia). Class sizes were respectively 500 (Nairobi, with teaching in years 1/2), 180-360 (Botswana, in year 2), 1000 (Khartoum), 700 (Almanshia), both teaching in years 2/3. The language of instruction was English, with the local languages being respectively Kshawal, Setswana, Arabic, Arabic. All noted that the staff:student ratios were low.

All staff and students had access to institutional libraries, including in Nairobi also a departmental library. All had some access to computers, but staff and students particularly in Nairobi reported that they needed upgrading. While staff from three of the universities had Internet access, staff and students in Nairobi felt that it was not adequate.

Across all the institutions, a wide range of experiments were undertaken in class. Staff and some students (PhD, Masters) carried out research on a range of topics.  Class sizes were reported to be  large (and indeed the practical classrooms in which the workshop was held were very large in Nairobi), with few teachers. All supported strongly the need for training of teaching staff.  Many at the workshop – particularly from Nairobi who were represented in the greatest numbers –  welcomed the opportunity to engage in staff development for teaching. Most had not previously had the opportunity to participate.

All reported that a major challenge was to find and train competent technical staff. They also felt the need for access to more equipment for practical classes.