Another student said: “I enjoy the [Socratic] questioning in the clinic. I felt like I could perform better even under stress. Answering questions increases my stress limit since I need to answer the questions well in front of all students. In particular, the Socratic questions guide me to think step by step, which leads me to the correct conclusion.” One other student added: “It [Socratic questioning] helps me to identify where I go wrong in my thinking. I could see I made mistakes [in my critical thinking], and we learned from each other’s mistakes.” Govender and Wait (2018) indicate that students’ learning outcomes will be improved by practising, which is also considered as ‘learning by doing’. In my opinion, the quality of an acupuncture programme significantly relies on how it is delivered. The ability to convert theories into practice is crucial for students’ clinical competencies. This is an example of successful curriculum transformation through active engagement of students. References Abegglen, S., Greif, R., Balmer, Y., Znoj, H.J. & Nabecker, S. (2022). Debriefing interaction patterns and learning outcomes in simulation: an observational mixed-methods network study. Advances in Simulation, 7(28), 1-10. doi: https://doi.org/10.1186/s41077-022-00222-3 Akour, M., Alsghaier, H. & Aldiabat, S. (2020). Game-based learning approach to improve self-learning motivated students. International Journal of Technology Enhanced Learning, 12(2), 146-160. Dreifuerst, K.T. (2015). Getting started with debriefing for meaningful learning. Clinical Simulation in Nursing, 11(5), 268-275. doi: https://doi.org/10.1016/j.ecns.2015.01.005 Govender, C.M. & Wait, M. (2018). Work integrated learning benefits for students career prospects – mixed mode analysis. South African Journal of Higher Education, 31(5), 49-64. Hashim, H., Rafiq, K. R. M., & Yunus, M. M. (2019). Improving ESL learners’ grammar with Gamified-learning. Arab World English Journal, Special Issue Call 5, 41-50. https://dx.doi.org/10.24093/awej/call5.4 Hu, Z. (2024a). Game-based learning: Alternative approaches to teaching and learning strategies in health sciences education. Educational Process: International Journal, 13(2), 90-104. https://doi.org/10.22521/edupij.2024.132.6 Hu, Z. (2024b). Strengthening critical thinking through debriefing-Experiential Learning Theory: A case study. Journal of Education and Health Promotion, 13(1), 1-9. DOI:10.4103/jehp.jehp_787_23 Hu, Z., Venketsamy, R. & Razlog, R. (2022). Exploring health sciences students’ experiences of interprofessional education to improve quality learning outcomes. Journal for the Education of Gifted Young Scientists, 10(3), 385398. DOI: http://dx.doi.org/10.17478/jegys.1126020 Katsara, O., & De Witte, K. (2019). How to use Socratic questioning in order to promote adults’ self-directed learning. Studies in the Education of Adults, 51(1), 109-129. Kolbe, M., Eppich, W., Rudolph, J., Meguerdichian, M., Catena, H., Cripps, A., Grant, V. & Cheng, A. (2019). Managing psychological safety in debriefings: a dynamic balancing act. BMJ Simulation & Technology Enhanced Learning, 6(3), 164-171. doi: 10.1136/bmjstel-2019-000470. Magram, Y.C. & Deng, G.E. (2019). Acupuncture and Cancer Pain. In: A. Gulati, V. Puttanniah, B. Bruel, W. Rosenberg & J. Hung (Eds.). Essentials of Interventional Cancer Pain Management. Cham: Springer Mendy, J. & Madiope, M. (2020). Curriculum transformation: A case in South Africa. Perspectives in Education, 38(2). DOI: 10.18820/2519593X/pie.v38.i2.01 University of Johannesburg. (2021). Faculty of Health Sciences Department of Complementary Medicine. Johannesburg: University of Johannesburg. Yaccob, N. S., Rahman, S. F. A., Mohamad, S. N. A., Rahim, A. A. A., Rashid, K. K. A., Mohammed, A., Aldaba, A., Yunus, M. M., & Hashim, H. (2022). Gamifying ESL classrooms through gamified teaching and learning. Arab World English Journal, Special Issue Call 8, 177-191. https://dx.doi.org/10.24093/awej/call8.12 Teaching Innovation for the 21st Century | Showcasing UJ Teaching Innovation Projects 2024 46
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