Dr. Jean Fletcher, Associate Professor and Director of Undergraduate Teaching & Learning at Trinity College Dublin School of Biochemistry & Immunology, wanted to move beyond traditional methods to foster creative problem-solving and channel deeper learning in her immunotherapeutics students. However, given the technical nature of the module content and Jean’s limited experience with challenge-based learning, it felt a bit daunting to introduce a new hands-on, active learning assignment.

The Solution

We worked closely with Jean to design a challenge that aligned with her module content and learning outcomes. This included challenge customisation, consulting on problem-solving frameworks and logistics considerations.

Students worked in teams of 3 and were practically guided through a stage-gated, immersive learning experience. Students choose one of six pre-identified focus areas and develop a concept for a new idea aimed at the immunotherapeutics community. Each focus area represented a current challenge for practitioners today.

The platform facilitated this process, provided students with tips throughout to help them foster their creative problem-solving skills and collective critical thinking skills, while staying within the scientific boundaries necessary for the subject. Each team went through defined stages of the innovative process:

Stage 1: Research – Students selected a focus area, gathered relevant research findings, conduct thematic analysis in order to frame a narrow problem-to-be-solved.

Stage 2: Brainstorm – Each students was tasked with brainstorming multiple solutions to their identified problem. From here, they selected a single solution to bring forward, received rapid AI feedback on the feasibility and landed on a working solution.

Stage 3: Review – Individually, students provided feedback to another team on how they could improve their idea, following the guidelines outlined in the platform.

Stage 4: Modify – Teams received peer and expert feedback on their idea. They discussed the feedback in groups and iterated on a final solution.

Stage 5: Prototype – Each group uploaded their working prototype to the platform which outlined their proposed solution in full detail.

Stage 6: Reflection – Individually, students submitted a written reflection on their subject learning, mindset and skills development.

The Impact

• 95% of students found the platform ‘Very Useful’ or ‘Extremely Useful’ at deepening their subject matter knowledge.
• 100% of students found the platform ‘Very Useful’ or ‘Extremely Useful’ at supporting effective collaboration.
• 20% increase in student’s confidence to solve complex problems.
• 15% increase in students’ confidence to generate creative ideas.
• On average, students rated the overall learning experience as 9/10.

The Voice of the Educator and Student

“We used Anytime Creativity within our immunotherapeutics class to challenge students in a way that went beyond traditional methods, fostering a deeper, more engaged learning experience. The platform allowed me to seamlessly integrate challenge-based learning into the module, encouraging collaboration, creative thinking and critical analysis.”

Dr. Jean Fletcher, Educator

“The challenge was genuinely fun and pushed us to think about drug development from a totally fresh perspective. It got us out of our usual mindset and into a more creative space.”

Student (anonymous survey response)