This page includes some of the discussion from the REST and includes shared resources. We can capture issues, questions and gather ideas from the group. This can be developed over the next couple months. Information specific for year groups is signposted in brackets.
‘REST’ ONLINE DROP-IN SESSION DATES 2020:
Held on Wednesdays from 12pm – 1pm
Activities for Breakouts or larger group activities
http://www.liberatingstructures.com/
http://www.liberatingstructures.com/1-1-2-4-all/
http://www.liberatingstructures.com/2-impromptu-networking/
https://www.healthtalk.org/a-z
What is the level of supervision?
Students can be in own room but engaging on Teams with the GP tutor and the patient. This gives both autonomy to the student and provides close supervision – best of both worlds.
Students are not expected to interview patients at present. We are waiting to get confirmation that year 1 and 2 students can use QMUL Teams to interview patients.
You can use online resources of patient experiences. These can be viewed by students and discussed in groups.
Break outs to enable group discussion
Encourage everyone to notice others and facilitate engagement
Ensure there is equal talk time
Activities to support engagement
The learning agreement includes information on confidentiality and privacy.
Its useful to go through these at the start of each session.
We found that discussing other ground rules (hands up and using chat) helps
You can have upto four people on a group call.
See https://sites.google.com/view/cbme-videoteachingwebsite/using-accurx
Students may not know their peers and feel unsafe in the virtual learning environment. In addition, they may feel that they are 'in the way' of services. You can create a safe environment by recognising this, noticing engagement and facilitating discussion.
Be open and more flexible in your approach with students. Understand the different experiences and challenges.
It is important to create a safe environment (face-to-face or virtually) so students feel able to speak up and ask their questions.
If students are self-isolating and well (asymptomatic) then they can engage in learning activities remotely.
https://sites.google.com/view/cbme-videoteachingwebsite/activities-ideas-for-student-learning
Students normally form social groups. Its important to facilitate this in the virtual environment. Breakout activities and allowing space for students to chat informally are important.
Consider having coffee rooms/breaks for facilitate this.
Use Flipgrid
For year 1-2, there are suggestions for icebreakers in the handbook.
Others ideas from our discussion
If you could have a superpower, what would this be?
Use personal maps - https://www.youtube.com/watch?v=T9d8w-OG-Fk&list=PLHXDFUoljQxByuXvajagqmmPjmERFIy0f
How do we talk about the different experiences, political issues and management of COVID?
QMPlus resource
Students have missed seeing patients and are very keen for contact, and starting to speak with patients on the phone or video consultation is building confidence
Students can be given a valuable role of doing ‘pre-assessment’ on the phone prior to apt with GP which can be helpful for student (gain experience & confidence), patient (tell their story), GP (possible reduced consultation time).
Students can review the patient as pre-assessment before seeing nurse, potentially in another room
We can ask the students to feedback to educators on what is working for their learning in the COVID changed environment in primary care. We can develop the COVID learning experience together.
What PPE should students wear, and what if they do not want to wear visors like the rest of the practice?
See COVID resource on QMPlus
TBC
Yes. The same as if face-to-face encounters. Patient should be aware before phone call.
Consider delay start time away from rush hour,
Setup virtual learning sessions
See COVID resource on QMPlus