The COVID-19 pandemic had significant impacts for both teachers and students at all levels. Instructional delivery had to be modified to respond to the need for social distancing. Even courses that were already fully online required adaptations to accommodate the needs of university students during COVID. One of the biggest changes that the authors made to their teaching and to their students' learning was that of modeling and encouraging self-care. This article summarizes what two university faculty changed in their instruction to help promote self-care, as well as what they are doing now to continue utilizing what they learned.
No takes yet. Share an insight, caveat, or question.
Boothe et al. (2024) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: