gms | German Medical Science

Learning through Inquiry in Higher Education: Current Research and Future Challenges (INHERE 2018)

08.03. - 09.03.2018, München

FLIK. A concept for successfully instructing inquiry-based learning in compact seminars “en bloc”

Meeting Abstract

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Learning through Inquiry in Higher Education: Current Research and Future Challenges (INHERE 2018). München, 08.-09.03.2018. Düsseldorf: German Medical Science GMS Publishing House; 2018. Doc40

doi: 10.3205/18inhere40, urn:nbn:de:0183-18inhere401

Veröffentlicht: 1. März 2018

© 2018 Fischer.
Dieser Artikel ist ein Open-Access-Artikel und steht unter den Lizenzbedingungen der Creative Commons Attribution 4.0 License (Namensnennung). Lizenz-Angaben siehe



Guidelines for instructing inquiry-based teaching formats usually assume seminars with regular (bi-) weekly classroom sessions to be most effective for supervising and enhancing students’ research projects (e.g., [1]). But what if either structural imperatives (e.g., external instructors, time constraints of the study program) or the instructor’s individual preferences call for conducting the seminar as a compact course “en bloc” – with only few but all-day classroom sessions? Is it still possible to teach inquiry-based learning courses? And how to ensure effective student learning? The author has instructed several seminars on inquiry-based learning as a compact course. In his poster presentation, he reflects upon his seminars by presenting the experience-based concept “FLIK”. FLIK is an acronym for inquiry-based learning en bloc (“Forschendes Lernen in Kompaktform”). The concept resulted from the author’s experience and the qualitative analysis of feedback from various seminars, and aims at providing scholars with a set of concise and action-oriented recommendations for guiding students successfully through the span of their research projects with only a small number of classroom sessions.


Sonntag M, Rueß J, Ebert C, Friederici K, Deicke W. Forschendes Lernen im Seminar. Ein Leitfaden für Lehrende. Berlin: Humboldt-Universität zu Berlin, Bolognalab; 2016.