Thinking in practice

What are we actually thinking about before we press enter on an AI prompt? In this episode, I wanted to make my own thinking visible around how students interact with Generative AI, framing "prompt engineering" not as a mere technical gimmick, but as a foundational learning strategy and an emerging clinical communication skill. I’m joined by first-year physiotherapy students Koby and Ned...

Have you ever learned something that felt clear at the time, only to realize a few weeks later you couldn't retrieve it? Often, the issue isn’t exposure to information—it’s interaction with it. In this second part of my series on embedding AI in physiotherapy education, I explore the use of AI as a Socratic Tutor for Level 4 students. Rather than using AI to generate answers, we designed a str...

In healthcare, evaluative judgement—the ability to identify the quality of one's own work—isn't optional. It is the foundation of safe, independent practice. But how do we design learning environments that actually require this kind of thinking to happen? Following a conversation with Michael Rowe at the CSP conference, I began exploring how a Custom GPT within Gemini could move beyond &qu...

In this episode, we step away from the traditional "tutor-led" curriculum to explore the messy, rewarding reality of Co-Creation . Drawing on the experience of the Preparation for Professional Practice module, I reflect on what happens when we invite students to move from being "learners" to "partners." We discuss the transition from the autumn term's reflection o...

Episode Summary: In this episode, we move beyond the traditional view of feedback as a "document" and explore it as a developmental dialogue. Inspired by the work of Phil Dawson and David Boud, we dive into the concept of Evaluative Judgement —the capability for a student to judge the quality of their own work and the work of others. As physiotherapy educators, how do we ensure our stude...

A reflective piece questioning our reliance on written feedback, exploring its limitations, the student experience, and how feedback might feel more meaningful when it becomes a dialogue rather than a document.