ISRRT_COVID-19_book

assessment modalities best assess student skills that are expected to be achieved through the
modified learning and teaching strategies and activities.
A modified curriculum in which complex concepts are packaged into bite-sized content and
assessed progressively instead of one high stakes exam may promote student learning by not
overwhelming them. It also allows teachers to test concepts in detail through various
assessments that suit different learners while discriminating the superficial and deep
learners. This form of planning and implementation of assessments facilitates early
identification of at-risk students and provides room for timely feedback that can improve
student performance. It also makes provisions for assessment retakes if students face
difficulties and technical problems such as device or internet connectivity issues during the
assessment.
It must still be recognised that there is no replacement for face-to-face clinical training. The
curriculum should be dynamic enough to allow these competencies to be assessed in later
years of study, especially for those students who are not in the final year of their studies.
Universities and the regulatory and professional bodies need to work hand in hand to ensure
that students who lack clinical exposure are supported during the internship years.
An Approach to Teachers’ Selfcare
A lot of attention is being given to students during the transition to online learning and
teaching, but perhaps the biggest burden is on the teachers who were just as unprepared for
the pandemic. Institutional directives and guidelines do not necessarily allow teachers to
teach online and be remotely effectively. Our work has become boundaryless as we are
expected to be available throughout the day while simultaneously tracking down on nonparticipating
students and taking care of our own. We need to learn as we teach and explore
co-teaching models since remote learning has generated a large group of teachers who may
feel more like novices than professionals. Implementing a buddy system in which a colleague
accesses our learning management space and offers advice on tools and techniques for
effective learning while facilitating learning and teaching can be helpful.
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