Journal of Academic Development and Education JADE Issue 11 Summer 2019 | Page 36

smartphone apps that provide notifications of new content. The use of Slack has been trialed with varying degrees of success. With a tool that is not part of students’ usual online platforms there is a need to provide regular content and generate tasks to create engagement. Its regular use early in the module is designed to develop familiarity with the platform, so that engagement with simulated natural disaster scenarios, that play out in faster-than-real- time online, is natural and immersive. included a mix of open and closed responses was released to the students after the workshop had taken place. The questionnaire aimed to explore the students’ perceptions of the workshop. 48% (n=50) of the Physiotherapy and Rehabilitation Science students from one UK University participated in the class evaluation. The data was analysed and the key findings are presented. Investigator triangulation of key themes was utilised to improve rigour. Relevance to theme: This teaching session is an example of student co-production of learning resources on the multi-faceted and complex issue of student mental health which often includes elements of fear of failure and the requirement to develop effective coping strategies in a new environmental context. Friendly and formative: peer-assessed field-work in foundation year biology. Implementing a mental health workshop in the Undergraduate Physiotherapy and Rehabilitation Science curriculum: An evaluation. Laura Hibberts ([email protected]) Georgie Eckersley ([email protected]) In 2018 the Foundation Year Populations and the Environment module had 3 assessed practicals, but when the cohort doubled from 57 to 112 students, this was no longer sustainable in terms of marking time. We decided to replace one summative tutor- assessed practical with a formative peer-marked practical, which meant that students would have experience of the marking criteria first-hand and immediate feedback. Peer assessment is widely used and valued in university education (Jessop, El Hakim and Gibbs, 2014) and recognised to be an element of social learning (Domingo et al., 2014), as well as an effective means for students to develop their understanding of marking criteria (Bloxham and West, 2004). The students appeared to enjoy the peer marking, which gave them a platform for social interaction and learning and encouraged group cohesion. At the end of the semester, the students who responded to the question “How useful was the formative practical?” 63% (42/67) were either “very satisfied” or “satisfied”. Formative peer assessment has therefore supported social learning, and appears to have been an effective way to deliver valuable Abstract: This evaluation aims to demonstrate the impact of implementing a mental health workshop in the Undergraduate Physiotherapy and Rehabilitation Science curriculum. The health and rehabilitation undergraduate programs are stressful (Walsh et al, 2010) and this is often attributed to the high contact hours, practical examinations and clinical placement demands (O’Meara, 1994). Academic stress could result in adverse effects on a student’s mental health thus negatively affecting performance, or in the case of a healthcare student, the quality of care provision (Delany et al, 2015). Therefore, assisting and supporting students to discuss topics such as mental health and learning resources around what may be a successful coping strategy could protect students from future psychological morbidity (Pearlin and Leonard, 1978). Methods: Ethical approval was not sought, as this is an evaluation of current practice. A short evaluation questionnaire, which 36  Abstract: