http://bura.brunel.ac.uk/handle/2438/8614 Fri, 10 Apr 2026 22:52:41 GMT 2026-04-10T22:52:41Z http://bura.brunel.ac.uk/handle/2438/33132 Title: Exploring equity and inclusion in team-based learning: A critical pedagogy perspective Authors: Anas, S; Selway, J; Otermans, P Abstract: Background: Team-Based Learning (TBL) is widely used in medical education to promote active engagement, yet its structured format raises questions about how power, voice, and cultural inclusion are negotiated. Using a critical pedagogy lens can illuminate how students experience these dynamics. Methods: This mixed-methods study explored Year 2 international medical students’ experiences of inclusion, participation, and cultural responsiveness within a TBL-based curriculum. Forty-two students completed a 13-item survey, analysed descriptively, and 11 students participated in focus groups, analysed thematically. Results: Students valued TBL for fostering collaboration, critical thinking, and respectful peer dialogue. They also acknowledged the exposure to diverse perspectives in the TBL classroom and valued the agency to challenge and critique content peers and their educators. Educators were not consistently perceived as embedding culturally diverse examples and some students experienced participation barriers linked to language and accent. Conclusion: The TBL classroom embodied many aspects of critical pedagogy in practice; structures which promoted learner engagement through a dialogic process and reimagining the role of the educator as a facilitator for critical learning. However, while TBL offers a supportive structure for peer learning, inclusive and culturally responsive outcomes are not guaranteed. These depend on educator facilitation and intentional design that centres equity and critical dialogue. In order to achieve the emancipatory education envisioned by Freire, educators and institutions must commit to critical reflection, create safe dialogic spaces that value all learners’ voices, and intentionally disrupt power imbalances embedded in learning environments. Description: Supplemental material is available online at: https://www.tandfonline.com/doi/full/10.1080/0142159X.2026.2649941# . Wed, 01 Apr 2026 00:00:00 GMT http://bura.brunel.ac.uk/handle/2438/33132 2026-04-01T00:00:00Z http://bura.brunel.ac.uk/handle/2438/33124 Title: UK Nuclear Test Veterans: Genetic and Cytogenetic Family Trio Study Report Authors: Anderson, R Abstract: The Genetic and Cytogenetic Family Trio (GCFT) Study represents the first research initiative to collect and analyse blood samples from British nuclear test veterans and their families. Its aim was to investigate whether any genetic or chromosomal changes in their children were associated with the fathers’ historical exposure to ionising radiation. Overall, despite ongoing concerns raised by nuclear test families regarding adverse health outcomes, our study found no statistically significant relationship between paternal chromosomal aberration burden, germline mutation frequency, genomic instability, and self-reported family health issues. Tue, 24 Mar 2026 00:00:00 GMT http://bura.brunel.ac.uk/handle/2438/33124 2026-03-24T00:00:00Z http://bura.brunel.ac.uk/handle/2438/33123 Title: Effects of Nuclear Test Participation on UK Veterans and Families Authors: Anderson, R Abstract: For decades, British nuclear test veterans and their families have expressed concerns about potential health risks from radiation exposure during nuclear test operations. Specifically, they have questioned whether they may have received sufficient radiation to cause harm in themselves and whether genetic damage might have been passed down, affecting the health of future generations. The CHRC’s interdisciplinary research programme was established to, in part, investigate these concerns. This report brings together findings from cytogenomic, psychosocial, and wellbeing studies. Tue, 24 Mar 2026 00:00:00 GMT http://bura.brunel.ac.uk/handle/2438/33123 2026-03-24T00:00:00Z http://bura.brunel.ac.uk/handle/2438/33107 Title: The 2026 Reckoning Authors: O'Brien, J Abstract: The 2026 Reckoning is an open report on the financial sustainability of UK higher education in the mid-2020s. It synthesises published evidence from university annual reports and financial statements, regulator modelling, and sector datasets to explain why “a tough year” has become a structural solvency and liquidity problem for a growing share of providers. It sets out the key indicators that matter in 2026 (including operating position, liquidity, leverage and international fee dependency), proposes a transparent traffic-light risk framework, and provides interpretive guidance for institution-level summary pages and visual “rings”. The report also documents the sector’s current contraction toolkit (restructuring, redundancies, and related industrial relations), discusses governance failure modes, and concludes with practical options for government, regulators, governing bodies, staff, and students. Fri, 13 Mar 2026 00:00:00 GMT http://bura.brunel.ac.uk/handle/2438/33107 2026-03-13T00:00:00Z