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Psychology is a science-based discipline in which research is inextricably embedded in teaching and learning activities. Educators use different methods to help students in their learning of the nature of research and the practical skills required to conduct research, with students playing either a passive or more active role in the learning process. This paper details the steps taken at a post-1992 university in the UK to involve final-year psychology undergraduate students as researchers in a staff-led neuropsychology project. The theoretical frameworks underpinning this study were the teaching-research nexus and learning communities. The aims of the project were to engage students in active learning and to foster the development of higher order skills--evaluation, synthesis and reflection--through the development of a learning community. A thematic analysis of student questionnaires identified three overarching themes: Bringing theory alive, critical thinking and problem solving skills, and working in research communities. Staff reflections of working on the project are discussed together with future directions. (Contains 2 figures.)

The aim of this Guide is to support teacher with the responsibility of designing, delivering and/or assessing diversity education. Although, the focus is on medical education, the guidance is relevant to all healthcare professionals. The Guide begins by providing an overview of the definitions used and the principles that underpin the teaching of diversity as advocated by Diversity and Medicine in Health (DIMAH). Following an outline of these principles we highlight the difference between equality and diversity education. The Guide then covers diversity education throughout the educational process from the philosophical stance of educators and how this influences the approaches used through to curriculum development, delivery and assessment. Appendices contain practical examples from across the UK, covering lesson plans and specific exercises to deliver teaching. Although, diversity education remains variable and fragmented there is now some momentum to ensure that the principles of good educational practice are applied to diversity education. The nature of this topic means that there are a range of different professions and medical disciplines involved which leads to a great necessity for greater collaboration and sharing of effective practice. [ABSTRACT FROM AUTHOR]