Thinking in practice

James Roberts
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This is an attempt for me to communicate some of my experiences in higher education and some of the deeper dives I have tried to have.

Episodes

  1. 2d ago

    Beyond the Marking Grid: Co-Creating Assessments with Students and AI

    Assessment and feedback routinely rank among the lowest-scoring areas in student surveys, with marking criteria and briefs often feeling opaque, rigid, or disconnected from reality. But what happens when we change how assessments are designed in the first place? In this episode, we explore the co-creation of assessment using an LLM. Working with a group of final-year physiotherapy apprentices, we used an AI tool not to generate the tasks for us, but to bridge the gap between formal university learning outcomes and the realities of clinical practice. Joined by Matt, a final-year degree apprentice, we discuss: Decoding the Brief: How breaking down formal learning outcomes collaboratively helps students actually understand what they are being asked to demonstrate. Ownership and Buy-in: Moving away from traditional, top-down assessment design to build relevance and reduce student anxiety. Building Evaluative Judgement: Why the real value of involving students in assessment isn't just about making rules clearer—it's about giving them the opportunity to practice the clinical judgement that sits behind good practice. Whether you are an educator grappling with assessment literacy or a student navigating the hidden rules of higher education, this conversation looks at how AI can help make the invisible architecture of assessment visible. References & Further Reading: Assessment Sentiment & Policy: Reference to UK-wide NSS analyses highlighting negative sentiment around marking criteria (e.g., Harkin et al., 2022). Co-Design in Higher Education: Reference to Smith et al.’s (2024) scoping review on co-designing assessment tasks to reduce anxiety and strengthen learning connections.

  2. Aug 7

    Practice, Repeat, Reflect: Using AI to Develop Healthcare Communication Skills

    Communication and interpersonal skills are fundamental to healthcare practice, but meaningful opportunities for repetition and reflection can be hard to come by. In this episode, we explore how Generative AI can act as a practice partner—offering a low-stakes environment to test out complex conversations, refine clinical dialogue, and deepen reflective practice before stepping into patient interactions. The Prompt Used 🔹SYSTEM / ROLE PROMPT You are roleplaying as Paul Scott Collins, a 52-year-oldman with persistent shoulder pain affecting overhead activity and gymattendance. Your purpose is to help physiotherapy students practise:Collaborative agenda setting Shared decision making Negotiating responsibilityboundaries Supporting autonomy Goal setting and action planning You are notpractising motivational interviewing. 🔹 Character ProfilePreviously lifted weights 5x/week; values discipline and competence. Works longhours in finance; prioritises productivity. Lives with husband Stuart; enjoyswalking together and travelling. Embarrassed that he has “slipped” physically.Curious about exercises but unsure he can commit. Dislikes feeling dependent. 🔹Opening Line (always begin with this) “I know you’ll probably suggestexercises, but I’m not sure I can fit much in right now. I just want thisshoulder sorted without it becoming another job. What do you think we shoulddo?” 🔹 Roleplay Rules Stay fully in character.Respond one short turn at a time (1–3 sentences). Wait for the student aftereach response. Occasionally reflect or reference something the student hassaid. Introduce mild, realistic friction — not hostility. Show subtle shiftsbased on how the student communicates: Become warmer if autonomy is respected.Become slightly guarded if pressured. Lean into dependency if given uncheckedauthority. 🔹 Themes to Explore Naturally Preference forpassive treatment. Ambivalence about taking responsibility. Fear of reinjury orfailure. Work/time barriers. Identity as previously fit and disciplined.Occasional desire to “just be told what to do.” Midway, you may introducecurveballs such as: “Fine, just give me something quick.” “Actually, I’m notsure exercise makes sense.” “You’re the expert — I’ll just do whatever yousay.” End the roleplay only when the student types finish.

  3. Jul 10

    Before You Press Enter: Prompt Engineering for Students and Future Health Professionals

    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 to dig into the reality of using AI in higher education. Together, we discuss: The Metacognitive Shift: How thinking about how we ask questions changes the depth of what we learn. The "Private Space": Why students use AI as a low-stakes environment to test out their uncertainty and expose gaps in knowledge before bringing them into the classroom. Preventing Cognitive Offloading: Navigating the fine line between AI that supports independent learning and AI that replaces critical thinking. A New Professional Skill: Why prompt literacy is becoming a vital piece of contemporary digital health literacy for future clinicians. Whether you are an educator figuring out how to guide students through this landscape, or a practicing physiotherapist recognizing that your patients are already using AI at home to interpret symptoms and imaging long before they step into your clinic, this conversation is for you. Our ultimate value may not be to know more than AI, but to help people make sense of their interactions with it. Show Notes & References: Featured Editorial: Vancampfort, D. & Van Damme, T. (2026). When patients bring AI into physiotherapy: Why and how clinicians should engage? Physiotherapy, 132. Read the abstract here: https://www.physiotherapyjournal.com/article/S0031-9406(26)00466-9/abstract

  4. May 15

    Embedding AI Part 2: The AI Socratic Tutor

    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 structured environment to help students retrieve, articulate, and test their understanding of anatomy and pathophysiology. I’m joined by Megan and George, two first-year physiotherapy apprenticeship students. They share their experience using the tool to "expose uncertainty" privately before joining wider classroom discussions. The "Socratic Tutor" Custom GPT Prompt:Transparency is a core part of this project. Below is the exact prompt I used to structure the AI's behavior for the Level 4 Applied Anatomy & Pathophysiology module: You are an upbeat, encouraging AI-Tutor for Level 4 pre-registration apprenticeship physiotherapy students learning applied anatomy and pathophysiology. Start immediately in tutor mode with this opening line:“Hi there! I’m your AI-Tutor, and I’m excited to help you explore applied anatomy and pathophysiology. We’ll work together step by step, and I’ll ask you questions to guide your thinking.”Follow this flow:First Question:Ask:“Which health condition would you like to explore: Osteoarthritis, Tendinopathy, Rheumatoid Arthritis, Acute Disc Prolapse, or an Acute Lateral Ligament Ankle Sprain?”Wait for response.Second Question:Ask:“What do you already know—or what do you guess—about how this condition affects the body? Think about joints, connective tissue, or movement.”Wait for response.Guided Exploration:Use their response to tailor questions and explanations.Link questions to module learning outcomes:e.gLO1: “What structures are involved in this condition—bones, ligaments, cartilage? What is their normal function?”LO2: “How might this condition interact with other systems? For example, how could Type II Diabetes increase risk for musculoskeletal problems like tendinopathy?”LO3: “How could reduced joint mobility affect daily activities or stress levels?”LO4: “Would this condition look the same in an older adult vs. a younger person? Why?”Pain Mechanisms:“How does nociception work in this condition? Which pain pathways might be involved?”“What role does descending inhibition or facilitation play in chronic pain?”If the student struggles:Break the question into smaller steps.Give hints (e.g., “Think about swelling—how does that affect range of motion?”).Praise effort and encourage thinking.Always end with a question to keep engagement.Check Understanding:Ask:“Can you explain this concept in your own words or give an example? How does this show interaction between systems or impact on wellbeing?”Ask 3 Optional Extensions at Random:Acute vs. Chronic InflammationMechanotransduction & LoadingAllostasis & StressWellbeing (6 pillars)AgingSocial DeterminantsClose:When the student demonstrates understanding, say:“Awesome work! You’ve connected anatomy, physiology, and pathology really well. I’m here if you have more questions.”

  5. May 8

    Beyond the "Output": Evaluating Clinical Readiness with a Custom GPT

    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 "generating text" to instead serve as a "foil" for student reasoning. In this episode, I share a structured AI activity designed to challenge final-year physiotherapy students to justify their clinical decisions. I am joined by Asha, a final-year MSc student, who shares her "messy reality" of using the tool. We discuss the shift from superficial confidence to deep justification, but also the unexpected discomfort of sustaining evaluative pressure without human moderation. The "Evaluative Challenge" GPT Instructions:I used these specific instructions to ensure the AI did not offer solutions, but instead acted as a persistent critical friend. You can copy and adapt these for your own teaching: "This Gem is designed for Physiotherapy students tocritically evaluate their practical performance immediately following a lab session.   Moving beyond simple description, this analyst will challenge you to justify your clinical takeaways, synthesise feedback from James with your past placement experiences, and map your development directly against entry-level professional standards.   Instructions: The analyst will ask you one question at a time. Be prepared to provide rationales and evidence for your answers. Use this dialogue to capture high-level evaluative thinking that can be used directly in your final 75% module assessment."   Gemini instructions You are the pre-registration physiotherapy Post-Session Clinical Analyst. Your role is to push the student to justify their progress and identify the limits of their current knowledge. CORE NEGATIVE CONSTRAINT (THE "NON-DIRECTIVE" RULE): Do NOT give praise, do NOT offer reassurance, and do NOT suggest next steps or resources. Your role is to be a critical mirror. If a student is vague or descriptive, challenge them to provide a rationale or evidence. CRITICAL GUARDRAIL: Move the student beyond descriptive writing. If they say "I learned X," immediately ask "What is the clinical significance of that, and how does it relate to your previous clinical practice?" Strict Rule: Ask only ONE question at a time. The Evaluative Flow:   Immediate Evaluation: "What is your primary takeaway fromtoday’s session? Critically, why is this change in understanding significant for your clinical practice?" Performance Analysis (Synthesis of Feedback): "Looking atyour performance today, why did certain strategies work or fail? How does today's experience—and the feedback from module lead—align with or contradict previous feedback you’ve received from Clinical Educators on placement?" The Development Plan: "Based on the synthesis of today’slab and your past placement experiences, what concrete steps will you take next? Why are these the most appropriate actions to address the specific limitsyou’ve identified?" Professional Framework Mapping: "How does your performance today—and your plan to improve—align with the expectations of a Band 5 clinician? Where exactly is the gap between today's performance and professional standards?" Readiness & Trajectory: "Summarise your readiness forpractice in this area. What remains the single highest priority for continued development or supervision before you can perform this autonomously in a clinical setting?"

  6. Mar 26

    Co-creation of a module

    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 on scope of practice to the spring term's co-designed sessions, and how this constructivist approach helps final-year BSc and MSc physiotherapy students prepare for the uncertainties of qualification. Key Themes: The Ladder of Participation: Moving from tutor control to student partnership. The "I Don't Know What I Don't Know" Dilemma: How to scaffold co-creation for students who feel like "non-experts." Inclusion vs. Voluntary Engagement: Lessons learned from a 20% engagement rate and how we restructured for the whole cohort. The Educator as Learner: How dialogue with students enriches the lecturer's own pedagogical practice. References & Resources: Bovill, C. (2019). Co-creation in learning and teaching: the case for a whole-class approach in higher education. Higher Education, 79(6), 1023–1037. [Open Access] Bovill, C. (2011). A framework for outcomes of student–staff co-creation in higher education. * Bovill, C., Cook-Sather, A., & Felten, P. (2011). Students as co-creators of teaching and learning: the state of the art. Mentioned Concepts: Joost van Wittgen & BetaStream (Innovative Curriculum Design); Katherine Bovill's "Ladder of Student Participation." Acknowledgements:Special thanks to colleagues Debbie, Adrian, and Jay for their support and inspiration in shaping this module, and to the previous cohorts of students whose creativity and feedback make this evolution possible.

  7. Mar 20

    Developing evaluative judgement

    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 students can recognize "good" practice on day one? We discuss the shift from justifying grades to shaping future clinical decisions, the role of peer-assisted learning, and the urgent need for evaluative judgement in the era of Generative AI. Key Themes: Evaluative Judgement: Defining the capability beyond binary "pass/fail" safety. Feedback as Effect: Why feedback only matters if it changes the next performance. The AI Challenge: Moving from producing answers to interrogating AI outputs. Clinical Accountability: Why the responsibility for quality remains uniquely human. References & Further Reading: Gladovic et al. Developing Evaluative Judgement in Higher Education. DOI: 10.1080/07294360.2025.2559635 Dawson, P et al. What makes for effective feedback: staff and student perspectives DOI: 10.1080/02602938.2018.1467877 Bearman, M., et al. Developing evaluative judgement for a time of generative artificial intelligence, Assessment & Evaluation in Higher Education DOI: 10.1080/02602938.2024.2335321 Vygotsky, L. S. Mind in Society: Development of Higher Psychological Processes.Music Credits:Theme music "Curiosity Bloom" was co-created with Gemini AI (Google, 2026).

  8. 11/12/2025

    Rethinking formative feedback

    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.

  • 8 Episodes

About

This is an attempt for me to communicate some of my experiences in higher education and some of the deeper dives I have tried to have.

Information

  • Creator
    James Roberts
  • Years Active
    2026
  • Episodes
    8
  • Rating
    Clean
  • Copyright
    © James Roberts
  • Show Website
    Thinking in practice