Stories

As part of the pivot to online teaching (see separate story) Kaitlin Wade and Penny Whiting created short videos on particular topics as a complement to face-to-face teaching. Students engaged with the concepts through the Videos, which were also covered in classes. To make these more engaging and effective, they used VideoScribe – software designed

Lockdown offered time to be more creative and inventive with teaching, which has proved rewarding for both teachers and students. Julie Mallinson used Padlet thoughtfully in three different ways. Her approach to Padlet is uncomplicated and accessible, and her results have been refreshing and effective. Full story Julie was new to Padlet, but found different

The highlight of the year 3 GP placements is the Academy Day, which is intended as a fun day for the students, consolidating and celebrating their learning and representing the icing on the cake of the teaching block. One of the major challenges Simon Thornton and Ciaran Conway (year 3 GP leads) faced in 2020

Simon Thornton and Ciaran Conway organised year 3 GP teaching using Microsoft Teams. They used a Teams space with a channel for each GP practice to connect home-based students with their assigned placements. The spaces worked well, with interaction increasing as the placements progressed. Some elements, including weekly GP drop-in sessions, will be retained in

How do you teach students to recognise the potential symptoms of cardiac disease, during a pandemic, with limited access to patients? Flo Mouy (Cardiac Teaching Fellow) responded to this challenge by introducing the students to Harvey, a specialist mannequin developed for teaching. Flo created videos demonstrating how to, and how not to, examine a patient

Ward rounds teaching seemed impossible when COVID struck. Flo Mouy (Cardiac Teaching Fellow, South Bristol) used video conferencing software to bring students to the patients remotely. Despite some disadvantages, this worked so well that Flo thinks the approach will play a role alongside in-person ward rounds post-pandemic. The approach afforded more students to be taught

At certain stages of the pandemic, Flo Mouy (Cardiac Teaching Fellow, South Bristol) encountered situations where some students could attend ward rounds, whilst others were self-isolating. A pragmatic, hybrid approach entailed remote students taking a history, and those on the ward examining patients. By switching roles when self-isolation finished, students continued to benefit from the

Like most educators, David Little had to tackle the challenges of teaching remotely during the pandemic, interacting with students he couldn’t see. Thankfully, the session and subject (year 3 radiology) lent themselves to online delivery. With some adjustment, David successfully delivered a highly visual, interactive session. He achieved engagement through pre-materials, a quiz-based discursive approach,