ABSTRACT
The global COVID-19 pandemic has had a profound impact on the delivery of undergraduate psychiatry in medical schools across the world. This session will share the key findings on a report jointly produced by the Association of University Teachers of Psychiatry (AUTP) and the World Psychiatric Association (WPA) entitled 'Virtual learning in psychiatry: a guide for educators'. The session will be an interactive session that will provide undergraduate medical educators with an experiential update on delivering undergraduate psychiatry teaching virtually. At the end of the session, delegates will learn how to: •• Promote asynchronous learning through the use of artificial intelligence, online webinars, media and films. •• Deliver synchronous learning through the use of virtual ward rounds and virtual outpatient clinics, use of virtual expert patient sessions, teaching in specific psychiatric settings (e.g. forensic, eating disorders, CAMHS) and online simulation. •• Conduct virtual formative and summative assessments for medical undergraduates. •• Arrange a virtual psychiatry placement for medical undergraduates (including the provision of online Balint groups). •• Maintain a supportive and caring virtual learning environment, with space and time for delivery of the 'hidden curriculum'. •• Recognise the challenges of delivering effective online supervision to medical undergraduates, including international undergraduates.
ABSTRACT
The aim of this research is to investigate the impact of the COVID-19 closures from the perspective of students studying mathematics at university level in Ireland. A survey was designed and administered to students who were enrolled in at least one mathematics module in an Irish university at the time of the closures. The survey comprised three sections: teaching and learning, assessment and personal experience, with a focus on how the changes in teaching and assessment were viewed by students. A total of 263 students from six universities responded to the survey. The corresponding data are described, as are various trends that were identified through open-response questions. The data offer a window into the student experience during the tertiary level closures and show the effect that the sudden shifts (e.g., in delivery and support) had on learning, assessment and student well-being. The survey responses show that most students dealt with the rapid changes in a resilient and mature manner, particularly when confronted with adversity. Numerous insights can be gleaned from the students' perspectives that have the potential to improve the teaching and learning of mathematics at tertiary level in Ireland in the future. Many of the findings could also apply to teaching and learning in other subjects and internationally. © 2021 The Author(s) 2021. Published by Oxford University Press on behalf of The Institute of Mathematics and its Applications. All rights reserved. For permissions, please email: journals.permissions@oup.com.