To read this content please select one of the options below:

Reflective monitoring as an iterative process in clinical teaching: lessons from online undergraduate psychiatry teaching during COVID-19

Irene Mateos Rodriguez (Department of Psychiatry, University of Cambridge, Cambridge, UK)
Saba Syed (Department of Psychiatry, University of Cambridge, Cambridge, UK)
Paul Wilkinson (Department of Psychiatry, University of Cambridge, Cambridge, UK)
Charlotte Tulinius (Department of Public Health and Primary Care, University of Cambridge, Cambridge, UK)

The Journal of Mental Health Training, Education and Practice

ISSN: 1755-6228

Article publication date: 11 October 2022

Issue publication date: 2 February 2023

2

Abstract

Purpose

During the COVID-19 outbreak, clinical schools across the UK were forced to switch their learning from face-to-face to online platforms. This paper aims to describe the experiences of psychiatry teachers and medical students at Cambridge University of the online psychiatry case-based tutorials during the COVID-19 outbreak and the lessons learned from this implementation.

Design/methodology/approach

The authors conducted qualitative focus groups with students followed by in-depth individual interviews with students and teachers.

Findings

In a data-led systematic text condensation analysis, this study found seven themes: the COVID-19 context, the structure of the course, teachers’ educational ethos, beyond the (teaching) script, possibilities for learning or teaching reflective practice, attitudes to online learning and suggestions for future development. The authors then applied the normalisation process theory (NPT) as the theoretical frame of reference. This model has previously been applied to the implementation of telemedicine in psychiatry, to understand how new technology can become embedded in clinical care.

Originality/value

This study’s results show how the NPT model can be modified to support the delivery of medical education online, including reflective learning and practice as an iterative process at every stage of the implementation and delivery of the teaching.

Keywords

Acknowledgements

Declaration of interest statement: The authors have no conflict of interest to declare.

Citation

Mateos Rodriguez, I., Syed, S., Wilkinson, P. and Tulinius, C. (2023), "Reflective monitoring as an iterative process in clinical teaching: lessons from online undergraduate psychiatry teaching during COVID-19", The Journal of Mental Health Training, Education and Practice, Vol. 18 No. 2, pp. 123-134. https://doi.org/10.1108/JMHTEP-10-2021-0122

Publisher

:

Emerald Publishing Limited

Copyright © 2022, Emerald Publishing Limited

Related articles