On 24 September 2026, Elsevier hosted the webinar "Designing the Modern Curriculum: Digital Pedagogy and Responsible AI in Healthcare Education", where Professor Paul Shore, Associate Dean for Flexible and Digital Education at The University of Manchester, UK was the guest of this session and has shared insights from his experience running a structured, team-based approach.
Paul has extensive experience in active and technology-enhanced learning, particularly Team-based learning. His teaching experience, coupled with leadership in curriculum development and digital education, reflects his commitment to preparing students for success in a digitalised world and supporting colleagues in embracing educational innovations.
Paul highlighted that approximately 3,000 students now participate across programmes including Medicine, Dentistry, Nursing, Optometry, Audiology, Cancer Biology, Biochemistry and Cancer Genomics. The model is used flexibly: in integrated curricula it supports curriculum integration and clinical relevance, while in subject-based programmes it drives engagement, consolidates understanding and develops transferable skills. Students work individually and in teams, moving from personal accountability to collective problem-solving. This combination is critical in an AI world; learners must first form their own judgement, then refine it through discussion, challenge and consensus.
Scaling this model required overcoming challenges in space, technology and staff confidence. These were addressed through targeted investment in digital infrastructure, including the use of a Learning Activity Management System, alongside sustained staff development. Technology acts as an enabler rather than the focus, supporting large, synchronised, interactive learning across multiple spaces, with rapid feedback and consistent delivery at scale.
Offloading can actually support learning. Outsourcing (detrimental offloading) can negatively affect learning because the learner bypasses the “struggle” required for understanding.
Paul referred to cognitive outsourcing, a consistent concern across literature, where students can present work generated by AI as if it was their own work. This is the pattern most associated with superficial and shallow learning.
On the contrary, he highlighted how AI and cognitive offloading can be useful for students in reducing the extraneous load in organising their notes, reminders, correcting grammar while still doing the intrinsic thinking.
Professor Shore shared according to Wonkhe Survey 2026 that the "assessment design is the strongest factor associated with whether AI supports learning or replaces it and having accountability moments is an another factor where students know they must later explain or defend their own work, they use AI more as a check on understanding than as a production shortcut."
Watch the webinar recording to catch everything discussed during the session:
