ABSTRACT
Background: The COVID-19 pandemic disrupted specialist training particularly in the area of assessments. Large-scale high-stakes face-to-face exams have been especially vulnerable to disruptions and required rapid adaptation. The Objective Structured Clinical Exam (OSCE) was especially challenging during lockdowns, travel and density restrictions and required the Royal Australian and New Zealand College of Psychiatrists (RANZCP) to introduce alternatives. After delivering successful small-scale AV-OSCEs in November 2020 and April 2021 and a multi-site OSCE in July 2021, the College introduced an Alternative Assessment Pathway after the exam cancellation in November 2021. Objectives: To discuss the future of assessments in the RANZCP's competency-based training program beyond the COVID-19 pandemic. Methods: Panel members will discuss: the theoretical underpinning to contemporary competency-based curricula including assessment;the new Australian Medical Council and Medical Council of New Zealand standards including increased emphasis on assessment in the workplace;and programs of assessment through the continuum of training. Findings: The Alternative Assessment Pathway (AAP) was co-designed with trainees and Specialist International Medical Graduates and this symposium provides an important opportunity to engage with the broader membership on the future of the College's overall assessment program. The panel will share what has been learnt from the AAP, what can be learnt from our links to international experts and strategic options for the assessment program. Conclusions: The audience should leave with an understanding of the principles under which decisionmaking is being taken and initial plans for assessments as part of the College's collaborative approach in developing its assessment strategy.
ABSTRACT
The purpose of this reflective paper is to investigate the active learning strategies used in travel and tourism higher education programmes in Ireland. These programmes have undergone substantial adaptation in their delivery over the last Academic Year (2020-2021) due to COVID 19 which has presented many challenges specifically to the delivery of modules with an active learning approach has frequently formed the basis of delivery. Due to the nature of the travel and tourism industry a very active approach is deemed critical in the module delivery within related programmes. Therefore, the main aim of the reflective paper is to examine the use of active learning strategies on travel and tourism higher education programmes in Ireland, specifically Limerick Institute of Technology (LIT). The results of this study can be adapted on other travel and tourism programmes both in Ireland and abroad. Finally, this reflective paper which concentrates on the active learning strategies used in travel and tourism higher education programmes in LIT will be beneficial through contributing to the body of information on this topic, consequently paving the way for future research. Proposed areas of future research based on the discoveries of this paper are also highlighted. © 2021 The Author(s)