 I thawd hynny'n dwych yn broses y ffaith yw'r ffaith honno i'r ddweud, gallwn i'n dweud nhw'n dweud yma'r dweud yma, os y llungellau ymlaen nhw'n dweud o'r 3 ysgolig, y llungellau sydd yma yw'r dweud, a yma'r dweud yma'r ymlaen yw'r dweud felly i'r dweud yma sydd yn ymlaen nhw'n dweud yma. A byddwn i'n dweud hynny'n dweud yma'r dweud, rwy'n gweithio'n dweud yma'r dweud, o'r ryddw i'r cyflawni. Roedden ni'n gog o bobl yma, yma y gallwn ei wedi gweld i'ch gwybod i hynny i'r cyflawni, sy'n gwybod i'r tîm, rydyn ni'r gwahod ymlaen, i'r gwahod nhw, ac rydyn ni'n gwybod i'r gwahod yma. Rydyn ni'n eistedd o'r ystod i'r 3, 4 o 5 oed, yn ddod i'r gwybod i'r gwybod i'r gwybod i'r gwybod, ac mae'n gweithio ar gyfer y gallu ddweud. Ond wedyn yn ffortunadau, wedyn wedi'u gweithio ar gyfer y troi'r clasau, mae'r ddweud yn fwy o'r cyflwyno. A'r ystyried, mae'n gweithio, mae'n ddweud i'r ddweud y troi'r cyflwyno, yn ei ddweud o'r gweithio gweithio gwerthfawr. Mae'r ddweud i'r ddweud o'r ddweud, o'r ddweud i'r ddweud o'r ddweud, yn y ddweud i'r ddweud o'r ddweud, gyda'r cyfweld i'r fanyddio'r cwestiynau cyfweld. Nid yw'r cyfweld i'r ffawr i'w ddeudod, ac mae'n cyflwyno'i gwneud y mae'r cyfweld yma, i wneud yn deliadau i'r cwmwylo eich ysgrifコfian. Y dyfodill y cwmwyno, ond mae'r cyfweld iddyn nhw'n mynd i'r clasau i'r cyfweld i'r cyfweld i'r cyfweld i'r cyfweld i'r cyfweld i'r cyfweld, Mae'n mynd i chi'n gwybod o'r sefydliadau, mae'n ffocws i'r hyn o'r hyn o'r dyfodol. A'r hyn oedd y dyfodol yn dweud, a'r hyn o'r ffordd o'r cyflogau gyda'r cyflogau, mae'n ddifyn i'r ddwylliant. Rwy'n dechrau i'r ddweud i'r ddechrau, a'r ddweud o'r hyn o'r ddweud i'r ddweud i'r ddweud, a ydych yn credu ar gyfer y cyfaint o'r angen i'wch chi'n cyfaintol, a'r hynny'n gwneud am gweithio'r ffordd. Dwi'n ddwylau bod yr adeiladau yn y gweld i'r problemau, dwi'n credu four o'r hyn sy'n ddweud, ac mae'r ddweud i'r ddweud i'r rhai yn gyffredinol, cwm ymweld i ddweud i hynny'n gweithio'r ddweud. Mae'r ddweud i'r ddweud i'r ddweud i'r ddweud, I gynnwys ydych chi'n mynd i gyfntheid amgoeddwyd i hanfod o glwyddoch chi a ffeydd y modeliau ac i gynnwys pethau eu fod yn euír hyn mae cyfnodol â'i cyfrifiadau yn ystynnu arfod yn rhaglubi gyda'u lle A rwyf i'n rhan fyddwch chi i'n eu hŷnag, sy'n gwybod ac yw'n gwybod eich cyfrifiadau I'r cyfrifiadau yn y mod i gwybod. Padaethau, cyfrifiadau llyfrnydd daeth yn y mwy fwy maen nhw arrest. ac mae'n ddweud y gallu bod yn y cyfnod ar gyfer yw'r material. If this character arises, they can see how that knowledge might be applied in the future. In terms of application, we've built in more work experience into our programme and we've bridged that with more problem-based learning and case-based learning in the actual courses. But moving it out into the workplace, which we have done, we've brought us a more work experience in, it has a challenge because of the patients that are in the workplace. Their safety is paramount. So we can't let students do anything too critical. In university, we have limited resources, but out in the workplace, they have to be monitored so closely that they actually don't get the chance to fail, to actually try new things and fail safely. So that brings me to the third thing, which is simulation. And I've tried a number of simulations. I suppose the first one was fairly straightforward, but it was just a 3D model of a dispensed product. And I sat it inside a PDF and basically students are able to just click and drag and rotate this as though they were turning it over in their hands. And it's a really simple thing, but a very nice simulation of exactly what they would do in practice. The key thing is there's no prompts. There's nothing to say, look here, look there, check it. So they have to themselves develop a strategy to remember how they're going to take this approach and simulate it. And they can practice, practice, practice, fail safely and master that skill. And then, of course, when they do move into the work experience components, we can set them more challenging tasks, give them a bit more responsibility, and they can spread their wings a bit. And that, of course, made me ambitious too. So I'm trying to move on with the virtual patients and get something that will allow me to have students' dialogue with these patients again in an unprompted way. There are some virtual patients out there, but they're very menu driven. And so students are sort of prompted, you know, ask this question or you've got a range of questions to pick from. I want it to be, I've sort of taken techniques from online gaming where it's very responsive just in a dynamic way to whatever the student might say or not say. So with all these strategies, you know, how far have we got our first students along this diagram? Well, I would say they're probably somewhere around the middle. And in fact, I like to think of the penguin as not a bad example of where the students are at. They are birds, but they're probably still more comfortable down in the water among the fish. And that, I suppose, just brings me to my fourth point. We need to have high expectations for our students. Have you ever thought, heard of the Pygmalion effect? Pygmalion effect really basically says that, you know, if you pose students with a challenge and expect them to succeed, that will actually be self-fulfilling. I like to think that it shows that simulations can help us get from the middle where our penguins are at the minute, right up to the top flying away there. And I hope that bodes well for our student penguins too. Thank you very much.