Inclusive Engagement in an Undergraduate Core Biomaterials Course for Enhanced Reflective Learning

Abstract

The ongoing COVID-19 pandemic brought about several challenges in both learning and instructive styles. Chief among these was engagement in classrooms that were remote, in-person or switched between the two due to quarantine periods. In a content centric biomaterials core course, here we describe an ‘inclusive engagement toolkit’ that combines peer-supported learning with a structured reflection of learning objectives that allowed learners to be engaged at high levels and take responsibility for their own learning and course progression.