Learning Outcomes Of Course Research Articles

Measuring learning outcomes in cross-cultural relations courses: the case for experiential learning

Purpose Since accreditation bodies emphasize program-level learning goals, there is often less focus on measuring learning at the course level. This study aims to offer a method for using experiential learning exercises to measure student engagement and learning outcomes in cross-cultural relations courses by highlighting which learning outcomes to assess, how to measure the achievement of these learning outcomes, what students learn and the measurement process. Design/methodology/approach Data was collected from three sections of the (control group) and (experiment groups). Chi-square independence and analysis of variance (ANOVA) tests were employed to examine the significant association between these groups. Findings Students perform alike when exposed to various experiential learning methods. However, the lack of experiential learning might hinder students’ understanding of the course material. Consequently, the performance in both learning objectives from the control group was significantly lower than students in the experiment groups. Originality/value This study presents an approach for merging assurance of learning into integrated business courses, and how to use experiential learning exercises as instructional tools for improving and measuring learning. When course-level assessments focusing on developing relevant competencies are well-implemented, they can strengthen related program-level goals.

Meningkatkan Keterampilan Berpikir Kritis dan Hasil Belajar IPA Menggunakan Model PBL, SAVI, dan GI pada Siswa Kelas V SD

The low levels of critical thinking skills and student learning outcomes in the science curriculum of class V at SDN Lokrawa Barito Kuala are the study's main concerns. This is because learning in the classroom is still primarily focused on the teacher, which discourages students from speaking up for what they think is right, does not offer learning exercises that encourage critical thinking, puts students in a passive role when solving problems, and results in a lack of comprehension of the subject matter. This may be the best course of action using the paradigms of group research, problem-based learning, and SAVI (Somatic, Auditory, Visual, and Intellectual). Action research in the classroom is used in this study (PTK). This class action research study aims to demonstrate the enhancements in student learning outcomes and critical thinking abilities. Exams for individual evaluation are utilized to gauge the learning objectives of students, and observation sheets are employed to gather data on the critical thinking and action abilities of both teachers and students. The study's findings demonstrated that, at meeting 4, the pupils' and teacher's traditional activity met both the very good and the extremely active requirements. At meeting 4, 93% of the students' learning objectives and critical thinking abilities were satisfied in a conventional way. These findings imply that the application of group investigation models, problem-based learning, and SAVI (Somatic, Auditory, Visual, Intellectual) might enhance students' learning outcomes in science courses as well as teachers' and students' critical thinking abilities.

Effectiveness and Practicality of Islamic-oriented Cooperative Learning Model in Private and State Islamic Higher Education in South and West Sulawesi, Indonesia

Aims: The Islamic-oriented Cooperative Learning Model for Improving Islamic Education Learning Outcomes is based on a number of problems in the praxis of learning Islamic education at the Faculty of Tarbiyah and Teacher Training UIN Alauddin Makassar and STAI DDI Majene, namely student learning outcomes that are not optimal, learning motivation being, learning has not described active, creative and fun learning. Testing the effectiveness and practicality of this model through research activities aims to describe and analyze: (1) the level of effectiveness of applying the Islamic-oriented cooperative learning model through Islamic Education courses at UIN Alauddin and STAI DDI Majene; (2) the level of practicality of applying the Islamic-oriented cooperative learning model through Islamic Education courses at UIN Alauddin and STAI DDI Majene; and (3) the reality of implementing the Islamic-oriented cooperative learning model through Islamic Education courses at UIN Alauddin and STAI DDI Majene. Methodology: This research is a type of development research that examines the results of developing Islamic-oriented cooperative learning models, which are expected to improve student learning outcomes in Islamic education courses. This research was conducted at the Tarbiyah and Teacher Training Faculties of UIN Alauddin Makassar and STAI DDI Majene. The subjects of this study were 32 Class C English Education Study Program students and 35 Class A Madrasah Ibtidaiyyah Teacher Education Study Program, and 16 STAI DDI students. Data collection methods vii namely: observation, questionnaires and learning achievement tests. Data analysis technique using Percentage of Agreements and Normalized N Gain. Results: The results of the study show: (1) an analysis of the effectiveness of applying the Islamic-oriented cooperative learning model through the course of Islamic Education at UIN Alauddin and STAI DDI Majene, based on the results of the N Normalized Gain analysis is in the medium category, so that it can be seen as fulfilling the effective requirements in its application through learning Islamic education science; (2) practical analysis of the application of the Islamic-oriented cooperative learning model through Islamic Education courses at UIN Alauddin and STAI DDI Majene, based on the results of the Normalized N Gain analysis in the very good category, so that it can be seen as fulfilling practical requirements in its application through learning Islamic education; and (3) the reality of implementing the Islamic-oriented cooperative learning model through Islamic Education courses at UIN Alauddin and STAI DDI Majene, is in the very good category. Conclusion: The implications of this research show: (1) there is an increase in student learning outcomes through Islamic Education courses at UIN Alauddin and STAI DDI Majene; (2) there was a positive response from lecturers and students as the main actors of Islamic-oriented cooperative learning through Islamic Education courses at UIN Alauddin and STAI DDI Majene; and (3) the application of an Islamic-oriented cooperative learning model through Islamic Education courses at UIN Alauddin and STAI DDI Majene, which can be used in tertiary institutions, is easy and practical to use. Thus, this model can be used as an alternative choice in learning activities, especially if lecturers or students want to build activeness and success in their learning.

An Escape Room-Based Computer-Supported Collaborative Learning Approach to Enhancing Students’ Learning Achievement, Collaboration Awareness, Learning Motivation and Problem-Solving Skills

Traditional teaching methods often limit interactive learning, negatively impacting students’ motivation and learning achievement. Moreover, fostering collaborative awareness and problem-solving skills is crucial for developing the core competencies of future nursing professionals. To address these challenges, this study proposed an escape room-based computer-supported collaborative learning (ER-CSCL) approach to enhance students’ learning outcomes in an obstetrics course. A quasi-experimental study involving 55 nursing students (28 in the experimental group and 27 in the control group) was conducted in a nursing school in northern Taiwan to compare the effectiveness of the ER-CSCL approach with the video-based learning method. The study assessed four key outcomes: learning achievement, collaboration awareness, learning motivation, and problem-solving skills. The results indicated that the ER-CSCL approach significantly outperformed the video-based learning method in terms of learning achievement, collaboration awareness, learning motivation, and problem-solving skills. In conclusion, this study demonstrates that integrating an interactive escape room online game-based learning tool with CSCL strategies effectively engages nursing students and enhances their learning outcomes. This innovative approach aligns with the goals of nursing education, proving a dynamic avenue for immersive learning and cultivating professional knowledge and practical skills among nursing students.

Pedagogical Strategies for Enhancing Physics Education for Pre-Physical Therapy Students

This study explores instructional strategies designed to improve engagement and learning outcomes in introductory physics courses for non-science majors, focusing on pre-physical therapy (pre-PT) students. Given that many of these students lack a robust mathematical background, the teaching approach aims to bridge this gap through structured problem-solving frameworks, hands-on activities, and contextual applications that link physics principles to health sciences. To address this, a teaching approach was developed over three years in two courses at Widener University in Pennsylvania: College Physics I (Mechanics and Heat) and College Physics II (Electricity and Magnetism). This approach combines structured problem-solving frameworks, real-world applications, hands-on activities, and active learning techniques. By emphasizing the relevance of physics concepts to health sciences, such as using examples from biomechanics and neuroelectric signaling, students are encouraged to connect theory with practical applications in their future careers. The structured problem-solving framework simplifies complex physics problems into manageable steps, fostering both computational and conceptual understanding. Interactive assignments and discussion threads further enhance engagement, while activities focused on scientific communication help students articulate complex ideas clearly. These methods helped students to approach physics as an interconnected field relevant to their future careers rather than isolated quantitative challenges. Assessments, including course evaluations and student feedback, indicate that this approach not only enhances conceptual understanding but also fosters scientific communication skills critical for healthcare professions. The findings contribute to a growing body of research suggesting that tailored physics curricula can significantly improve engagement and success among non-science majors pursuing professional healthcare pathways.

Assessing Learning in Mathematical Sensemaking Electromagnetism Instructions among Rwanda Polytechnic Students at Huye College

In the realm of electromagnetic (EM) courses in engineering, many studies have reported students’ learning difficulties related to mathematical frameworks representing physical phenomena. Students’ learning engagement and learning gains are not satisfying. The present study assessed first-year engineering students’ behavioural engagement and perceived learning gains in mathematical sensemaking electromagnetism instructions at RP-Huye College. Within a single-case research design, a six-weeks intervention incorporating mathematical sensemaking instructions, supported by physical experimentation and computer simulations, was implemented to 61 first-year engineering students who were enrolled in the department of electrical and electronics engineering. All enrolled students were purposively recruited to participate because this target population was less than 100. Data were collected through classroom observations, which used the behavioural engagement related to instruction (BERI) and a post-topic evaluation, which used a semi-structured questionnaire. Data analysis involved the use of graphs, descriptive statistics and inductive thematic analysis. Findings revealed that students were mostly engaged during mathematical sensemaking by hands-on and simulation-based activities, particularly in topics related to electromagnets, where engagement levels peaked at 7.5 in average. Conversely, lecture-based tasks, especially on magnetic forces and electromagnetic induction, recorded the lowest engagement at 6.2 in average. The post-topic assessment on perceived learning gains showed that students had highly positive perceptions on their learning experiences (M=4.82, SD=0.48) and recognized the significance of EM in engineering (M=4.85, SD=0.38). These numerical results were complemented by students’ narrations, which indicated that they gained particular attention about specific EM formulas and how they can apply them in engineering. However, the present study also noted that further refinement in instructional design, particularly by incorporating specific dimensions of mathematical sensemaking, could optimize learning outcomes for EM courses in engineering. Additionally, formal assessments of students’ mastery and experimental studies can benefit future work.

Communication Management Strategy in Implementing Recognition of Prior Learning to Enhance Village Officers' Competence in Indonesia

The State University of Surabaya (UNESA), the Ministry of Villages, Development of Disadvantaged Regions, and Transmigration, and the Bojonegoro Regency Government initiated an RPL program collaboration, offering opportunities to all village officials in Bojonegoro Regency who have not yet obtained a bachelor's degree to have their various experiences and work portfolios assessed against the learning outcomes of courses in higher education. This RPL program, specifically for village officials, is the first of its kind in Indonesia. So, it encourages researchers to use case study research methods. This research discusses the importance of communication management, as many actors and institutions within UNESA are responsible for implementing this RPL collaboration. The students from village officials studying at the undergraduate level in five study programs selected by UNESA. UNESA's communication management in managing RPL is evident in the inter-institutional communication content that regulates their respective duties and functions, so these institutions structurally have a coordinating function and are responsible to the Rector. The communication flow between institutions within UNESA is formally regulated, and its channels are written. Conversely, in the classroom between lecturers and RPL students, communication management is more equal in community service and joint research programs.

Cooperative Learning Model on Learning Outcomes in Basic Concrete Structure Subjects, Building Engineering Education Study Program, Faculty of Engineering, Makassar State University

This study aims to evaluate the effectiveness of cooperative learning models in improving student learning outcomes in the Basic Concrete Structures course. This course, which is known to have a high level of difficulty, showed low learning achievements in the previous period. The results showed that the application of the cooperative learning model significantly improved student achievement, especially characterized by the percentage of A grades that increased dramatically in the 2024/2025 academic year. This finding indicates a positive correlation between the use of cooperative learning models and the improvement of student learning outcomes in the course.

Mediating Effects of Students’ Study Time on ICT Resource Availability, Teacher Competence and Academic Performance in Programming Languages

This study investigated the mediating role of students' study time in the relationships between the availability of ICT (information and communication technology) resources, teacher competence, and academic performance in programming language courses. The researchers used a sample of 287 undergraduate students and employed structural equation modeling (SEM) to analyze the hypothesized mediating effects. The findings showed that both ICT resource availability and teacher competence had positive and significant indirect effects on academic performance, which were partially mediated by the amount of time students spent studying. Specifically, the indirect effect of ICT resource availability on academic performance through study time was 0.159 (p < 0.001), and the indirect effect of teacher competence on academic performance through study time was 0.195 (p < 0.001). These results suggest that while ICT resources and teacher competence directly contribute to improved academic performance in programming languages, they also indirectly influence performance by promoting increased study time among students. The mediating role of study time highlights the importance of creating an environment that supports and encourages students to engage in self-directed learning activities, in addition to providing adequate technological resources and competent teaching. The findings have important implications for educational practitioners and policymakers, as they emphasize the need to adopt a holistic approach to enhancing student learning outcomes in programming courses by understanding the complex interplay between various factors and their indirect effects.

Implementing the Integrated Climate Data Analysis through Hands on Experiments and Jigsaw Methodology to Enhance the Attainment of Learning Outcomes in the Climate-Responsive Architecture Course in Architectural Education

Abstract : As climate change poses unprecedented challenges to the built environment, architectural education must adapt to equip future architects with the necessary knowledge and skills to design climateresponsive buildings. This research explores the implementation of an innovative pedagogical approach in the climate-responsive architecture course, aimed at enhancing student’s learning outcomes through the integration of climate data analysis, hands-on experiments, and the jigsaw methodology. The study focuses on a cohort of architecture students engaged in a semester-long course specifically designed to address climateresponsive architectural concepts and principles. The results suggest that the integrated approach significantly improves student’s comprehension of climate-responsive architectural design principles and their ability to apply these principles to real-world design scenarios. The hands-on experiments and collaborative learning encourage participation, critical thinking, and creativity, while the jigsaw methodology encourages an interdisciplinary understanding of varied climate scenarios.The findings of this study contribute to the ongoing discourse on innovativeteaching methodologies in architectural education and provide valuable insights into the integration of climate-responsive design principles. By cultivating a generation ofarchitects equipped with climate-responsivedesign skills, architectural education can effectivelycontribute to mitigating the impacts of climate change and creating sustainable built environments for the future. Keywords :JIGSAW, pedagogy, climate data analysis, Learning Outcomes.

Problem-based learning and problem solving model: which is more effective in improving student learning achievement?

Identifying the syntax of student learning experiences in learning models helps lecturers be more selective in determining the relevance of learning models and student learning achievements that lecturers have previously formulated. This research aims to determine the increase in student learning achievement, using the problem-based learning (PBL) learning model and the problem-solving (PS) learning model, testing the differences in the application of the PBL and PS models on student learning achievement, and finding out which learning model is more effective in improving Student learning outcomes in sports sociology courses. This research is a quasi-experimental research with a pre-test-post-test non-equivalent comparison-group design. The research sample consisted of 60 students (30 PBL and 30 PS groups) taking sports sociology courses. The research instrument includes ten learning achievement essay test questions developed from critical thinking indicators. The data was analyzed descriptively, testing differences using the independent sample t-test and N-Gain analysis to see the effectiveness of the PBL and PS models on student learning achievements. The research results prove an increase in learning achievement for both groups using PBL and PS. Meanwhile, from the results of statistical tests, there are significant differences in learning achievement between the PBL and PS groups. Furthermore, from the results of the N-Gain test, it turns out that PBL is more effective in improving student learning achievement than the PS model. Keywords: Problem-based learning, problem solving, learning achievement, sport sociology

Blended online learning: Students' perception and its effect on learning outcomes abstract algebra

In the current digital era, the implementation of blended online learning faces challenges in understanding students' perceptions and its impact on learning outcomes, particularly in Abstract Algebra. This issue is crucial to investigate, as the shift in teaching methods can influence the comprehension of complex algebraic concepts. This research aims to investigate students' perceptions and learning outcomes in abstract algebra courses of blended and asynchronous online learning. The research method used was quasi-experiment. The subject of 27 students is available without being randomly selected. Research instruments using questionnaires and tests. The test consists of eight essay questions. The questionnaire includes 27 closed-ended questions and six open-ended questions. The results showed that students perceived Abstract Algebra subjects as difficult or very difficult. Most students needed help to study the module due to material difficulty thoroughly. In addition, asynchronous online learning is ineffective compared to blended online learning. All students wanted the tutorial asynchronous and synchronous combined (blended online learning). Most students carry out online learning at home using a smartphone device. Students who use blended online learning obtain significantly higher learning outcomes than students who only take it asynchronously.

Building disciplinary knowledge upon the knowledge first-year students already have

Introduction: The authors describe how a Fundamentals of Design Lab (LFP) in Interior Design can be an effective learning and teaching venue for combining disciplinary design knowledge with the life experiences that first-year students bring to college. Methodology: In this section, the authors explore the teaching methods and principles of Universal Design Learning (UDL) that include learning by doing, classroom participation, iterative approaches to design, and dynamic teaching methodologies. Results: The section presents data relating to student involvement and participation in the course, acquisition of the study method relating to person/space interaction and finally data relating to the acquisition of skills for concept and project development and communication. Discussion: The authors reflect on the pros and cons of the pedagogical approach. Conclusions: The objectives and learning outcomes of the foundations course were achieved because the teaching approach used a broad spectrum of learning methods, combined disciplinary knowledge with students’ personal experiences, and placed first-year students at the forefront of their Interior Design education.

Pengaruh Penerapan Model Project Based Flipped Classroom Learning Terhadap Hasil Belajar Akuntansi Keuangan

This research aims to prove whether or not there is an influence from implementing the project based flipped classroom learning model on student learning outcomes in the introductory financial accounting course. This type of research uses a quasi-experimental research type with the matching-only posttest-only control group design. The subjects in this research were entry-level students at the Economics Education Study Program, Faculty of Teacher Training and Education, Jambi University. The data collection instruments in this research used test questions. The data analysis technique in this research uses descriptive data analysis techniques and comparative tests of two independent samples. This research obtained results that the average score of the experimental class was higher than the control class and based on the Mann Whitney U test, there was a significant difference between the scores of the experimental class and the control class, which can be concluded that there was an influence of the application of the project based flipped classroom learning model on the results students study in an introductory financial accounting course.

A smart system for student performance assessment (SPA)

The proposed smart system for Student Performance Assessment (SPA) is a system that evaluates students' knowledge and skill attainment in a specific course by measuring their achievements of the Course Learning Outcomes (CLOs). The instructor defines the aspects, weights, and rating scale used by SPA to analyze each course. The system calculates the average of students' marks in each learning outcome and compares them with the CLO targets and scores to determine the effectiveness of the teaching and learning methods used. The system uses facts and rules extracted from the course syllabus and Bloom's Taxonomy to build its knowledge base. This paper presents the development of the SPA inference engine, which is used to find CLO targets based on the course level. The inference engine uses efficient procedures and a prediction process to determine the correct target and score, providing a reliable and understandable methodology for reasoning about the information in the knowledge base and formulating conclusions. SPA is a highly responsive and intelligent system that can be a valuable tool for measuring students' achievements. Its characteristics include high performance, reliability, and intelligibility, and its combination of cognitive systems and cognitive theory has led to remarkable progress in measuring student performance. Limitations include dependency on accurate course content and initial setup time, potential bias in CLO weight assignments, challenges in integrating SPA with existing institutional databases, the need for continuous updates to the knowledge base to reflect curriculum changes, and potential resistance from educators to adopt new technologies. Future improvements could involve adaptive learning integrations, enhanced user interfaces, and broader applicability across diverse educational settings.

The Impact of Two-Stage Testing and Other Tutorial Co-Learning Activities on Cohort Cohesion and Learning Outcomes in a Large-Enrollment Undergraduate Course

Large enrollments in undergraduate courses pose several teaching and learning challenges that impact students’ learning experience and performance. Implementing co-learning activities in tutorials of large courses can help mitigate these challenges and improve the learning environment. One type of collaborative learning activity that has become increasingly popular is two-stage testing but there are limitations to how two-stage testing has been conducted. We undertook a study to elucidate whether our modified two-stage testing protocol and other co-learning activities performed in tutorials can enhance the learning experiences of undergraduate students and foster a sense of community in a large-enrollment research methods course. The specific aims of our study were to: 1) Assess whether co-learning activities including two stage testing in tutorials improves learning outcomes and fosters cohort cohesion in a large-enrollment junior undergraduate science course. 2) Evaluate the impact of our modified two-stage testing approach on student learning and long-term retention. To assess cohort cohesion students were asked to complete a survey and were invited to participate in focus groups. Results indicated that tutorials did foster cohort cohesion among students in the tutorial. The tutorial activities helped scale down the course size and connect with their peers. We tested our modified two-stage testing protocol by administering a two-stage test (an individual test consisting of short-answer questions followed by a group test that was comprised of a subset of the individual test questions that was completed during tutorials). Approximately three months after the individual test, a retention test was administered. Student grades were significantly higher in group tests compared to the individual tests. Interestingly, students on average scored 6.2% higher on the retention test questions that were from the group test, compared to questions that were only on the individual test. These results support the idea that group tests help improve student retention. Students reported tutorials and two-stage testing to be a positive learning experience.

The Synergy of Cadaver-Based and Virtual Education: Comparing Learning Outcomes in a Physician Assistant Clinical Anatomy Course

Introduction During the COVID-19 pandemic, nearly all educational content at Tufts University School of Medicine was transformed to virtual formats, including anatomy dissection labs. This study compares face-to-face cadaveric to virtual anatomy instruction and quantifies the utility of cadaver-based laboratory. Methods In 2019, Physician Assistant students completed traditional Clinical Anatomy I and Clinical Anatomy II courses with content delivered via face-to-face lectures, cadaveric-based anatomy laboratories, and case-based workshops. In 2020, students took a traditional Clinical Anatomy I course and a virtual Clinical Anatomy II course (hybrid curriculum). Virtual anatomy course content was delivered via Zoom-based lectures, anatomy laboratories using virtual 3D anatomical models and cadaveric dissection images, and Zoom case-based workshops. In Fall 2020, the traditional and hybrid cohorts were asked to complete surveys to evaluate the utility of the pedagogical approaches used during their respective courses. Examinations were compared to evaluate the impact of pedagogical approaches on learning. Results Students who experienced the virtual format scored significantly higher on the extremities examination and final grade (P = .006; P = .03) than did students with the traditional experience. Thirty-one hybrid (63% response rate) and 31 traditional students (62% response rate) completed their surveys. The traditional cohort agreed/strongly agreed their cadaver-based laboratory experience contributed to the development of their professionalism (82.1%). Most (71%) of the hybrid students agree/strongly agree that a cadaveric laboratory experience will lead to longer retention of anatomy and give them an appreciation of anatomical variation (93.1%), but 68% also felt some structures visualized with virtual tools would not be possible in a cadaver. Discussion Cadaver-based laboratories play an important role and are valued by students for anatomy learning, professional development, and understanding anatomical variation. Our data indicate that adding virtual components to cadaver-based laboratories offers a synergistic learning experience.

Effectiveness of Blended Learning Model in Microprocessor Course with Google Classroom

Low student learning outcomes in microprocessor courses. This can be created if students are not able to condition themselves and take the learning process seriously. The importance of independent learning (self-regulated) of students, then an innovative learning process is also needed that can support student skills. One of the learning processes that can support the improvement of student learning outcomes is blended learning. The purpose of this study is to examine how Google Classroom supports the blended learning approach, which enhances student learning outcomes. This kind of study is known as quasi-experimental. Design of Pretest-Posttest. The research was conducted at the Electrical Engineering Education Study Program at Padang State University with a total of 32 experimental class students and 31 control class students. The research instruments used were observation sheets of the application of the blended learning model, student learning outcomes questionnaire. Data analysis was carried out with technical mean percentage, n-gain, and independent t-test. The results showed that the application of blended learning was effective on student learning outcomes at 5% sig tarag which was seen from the value of tcount > ttable, namely 4.75 > 1.67. There was an increase in student learning outcomes with a posttest value of 80.25. Based on the data that has been analyzed, it can be concluded that the application of blended learning assisted by Google Classroom is effective in supporting to improve student learning outcomes

Nyale: Sumba's Typical Polychaeta in Cultural and Science Studies as Authentic Science Learning Materials

One of Indonesia's local wisdom is Timba Nyale. The Timba Nyale tradition is held every year in March-April, where the people of Sumba flock to the coast while waiting for the appearance of Nyale. This research aims to understand the meaning of Timba Nyale cultural studies and analyze the importance of Science in Nyale to be used as authentic Science learning material. This research was conducted in Buku Bani Village, Ate Dalo Village, Kodi District, Southwest Sumba Regency, East Nusa Tenggara. The method used is a qualitative method using grounded theory. Data collection was done through interviews, observation, documentation, and literature study. The results showed that Nyale has a significant meaning which is a marker for the success or failure of the harvest for the people of Sumba. Nyale in the Sumba tradition also has scientific values, including the importance of preservation and maintaining the conservation of species called Nyale. Analysis of learning outcomes in Animal Anatomy and Physiology courses in one of the private universities in Sumba shows that Nyale can be studied in the practicum of animal anatomy and physiology courses.

The curriculum and learning outcomes of a short course in urodynamics

Quality diagnostics require good staff training. In urodynamics, it is helpful to have an introductory training course in both technical and clinical skills before patient clinics commence. It is also beneficial to revise the basic principles and practices after some initial clinical experience. To this end, our Institute has been running short courses in urodynamics for over a decade. These have taken place at the annual scientific meetings of the International Continence Society and of the European Urological Association. In the hope that the structure, curriculum and learning points will be useful for other centres who want to run a similar course, we share these here. We emphasise that a practical, hands-on approach with demonstration equipment and urodynamic traces has been well received.