Table 1 Critical pedagogical elements as they appear in the Get SETS symposia design

Critical pedagogy emphasises that learning goes beyond the individualized approaches of the banking model of education, towards enabling a group to build its capacity to collectively intervene in the conditions of its own practice

Online collaboration enabled multiple encounters to increase opportunities for building trust and planning further group collaborations. A one-off event cannot compare to the transformative potential of ongoing working relationships

Critical pedagogy takes into account the existing power relations organizing the structures within which people encounter the world, suggesting that emancipatory education requires learners to develop an awareness of both content expertise and the conditions that allow such expertise to come into existence

Peer learning happens within a given stratum of wider institutional power relations. By taking more senior experts out of the room and putting early career experts in a position to learn from each other, peer learning shifts dominant power relations and opens a space for peers to reflect on their capacity to design and implement their own learning activities

Critical pedagogy takes a problem-posing approach, in which the group must confront a real-world problem relevant to their experience while simultaneously reflecting on its own framings of the problem, challenging dominant assumptions and developing critical consciousness

Problem-based learning ‘forces’ participants to compare different possible framings of the problem, collectivize their analysis, and plan steps forward. Participants are encouraged to develop a group process that also reflects the kinds of recommendations they are advancing in relation to the PBL scenario