Why hybrid teaching does not work in Clinical Psychology and Psychological Therapies training: A post-pandemic retrospective

Beazley, Peter, Allan, Sophie M., Budd, Bob, Carroll, Amy, Coker, Sian, Crook, Hannah, Crouch-Read, Louise, Fisher, Paul, Hodgekins, Joanne, Leddy, Adrian, Lloyd-Peck, Frances, Owen, Joel, Rushworth, Imogen, Vivolo, Marco and Broomfield, Niall (2024) Why hybrid teaching does not work in Clinical Psychology and Psychological Therapies training: A post-pandemic retrospective. Journal of Mental Health Training, Education and Practice. ISSN 1755-6228 (In Press)

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Abstract

n the post-pandemic context, there is increasing choice for how higher educational institutions deliver teaching and training, in particular the extent to which teaching is delivered using online methods. Such choice has also opened the door to the possibility of a hybrid approach where some trainees attend synchronous teaching online, and others in person. The present article presents the collective experiences of the authors in adopting such approaches in the delivery of Clinical Psychology and Psychological Therapies teaching and training. The article considers some of the key pedagogical arguments against the adoption of such an approach and concludes that whilst in-person, online, synchronous and asynchronous approaches all have potential value within this context, it is hard to see how a hybrid teaching offer can be successfully delivered in a way that does not impair learning outcomes.

Item Type:	Article
Uncontrolled Keywords:	cbt,pedagogy,clinical psychology,blended learning,online teaching,hybrid teaching
Faculty \ School:	Faculty of Medicine and Health Sciences > Norwich Medical School Faculty of Medicine and Health Sciences > School of Health Sciences
UEA Research Groups:	Faculty of Medicine and Health Sciences > Research Groups > Mental Health Faculty of Medicine and Health Sciences > Research Centres > Lifespan Health
Depositing User:	LivePure Connector
Date Deposited:	24 Apr 2025 10:30
Last Modified:	24 Apr 2025 10:30
URI:	https://ueaeprints.uea.ac.uk/id/eprint/99077
DOI:	10.1108/JMHTEP-04-2024-0037

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