Iterative evaluation of Reflex Control of Blood Pressure

Academic teachers and designers of teaching materials are likely to need an iterative approach to evaluation where cycles of change, use, data collection and reflection will progressively improve the teaching resource to a point that satisfies its intended role within the curriculum. It is only through several iterative cycles that we appreciate how students relate to a new computer facilitated learning (CFL) teaching resource, and so can refine it to better suit our teaching and learning purpose. [Introduction]