One-shot teaching seminar: Implementation of new structure and strategy for enhancement of student engagement

Abstract

This pedagogical development project examined how student engagement can be enhanced in a one-shot teaching seminar within the Master of Headache Disorders programme. The seminar combines scientific presentations with practical laboratory demonstrations and presents unique challenges because students and teachers interact only once. Structural interventions included reordering presentations to improve constructive alignment, strengthening connections between lectures and demonstrations, and introducing a break. Active learning interventions focused on communicating learning outcomes, encouraging dialogue, creating a welcoming atmosphere, and supporting disciplinary thinking around scientific methodology and translational research. Evaluation was based on self-reflection, peer observations, and student feedback. The structural changes improved coherence between theory and practice, while humour, clinical relevance, and opportunities for discussion appeared to foster engagement. Although active participation occurred primarily during the practical demonstrations, the dialogue was often spontaneous and student driven. Drawing on dialogic teaching perspectives, future development will focus on facilitating more structured disciplinary dialogue and deeper student participation throughout the seminar.