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dc.contributor.authorPower, Alison
dc.contributor.authorSy, Michael
dc.contributor.authorHutchings, Maggie
dc.contributor.authorColeman, Tracey
dc.contributor.authorEl-Awaisi, Alla
dc.contributor.authorKitema, Gatera Fiston
dc.contributor.authorGallagher, Jean
dc.contributor.authorHerath, Chulani
dc.contributor.authorMcLarnon, Nichola
dc.contributor.authorNagraj, Shobhana
dc.contributor.authorO'Carroll, Veronica
dc.contributor.authorOwens, Melissa
dc.contributor.authorPark, Vikki
dc.contributor.authorPope, Emma
dc.contributor.authorWetzlmair, Lisa
dc.contributor.authorGreaves, P Jane
dc.contributor.authorAnderson, Elizabeth
dc.identifier.citationPower , A , Sy , M , Hutchings , M , Coleman , T , El-Awaisi , A , Kitema , G F , Gallagher , J , Herath , C , McLarnon , N , Nagraj , S , O'Carroll , V , Owens , M , Park , V , Pope , E , Wetzlmair , L , Greaves , P J & Anderson , E 2021 , ' Learning in lockdown : exploring the impact of COVID-19 on interprofessional education ' , British Journal of Midwifery , vol. 29 , no. 11 , 648 .
dc.identifier.otherPURE: 276461313
dc.identifier.otherPURE UUID: e94d3f34-5756-424a-aedc-114e6ffd5d74
dc.identifier.otherORCID: /0000-0001-5777-104X/work/103137369
dc.identifier.otherORCID: /0000-0002-5862-9691/work/103138144
dc.identifier.otherORCID: /0000-0002-1623-9302/work/103138148
dc.identifier.otherScopus: 85118808674
dc.description.abstractThe COVID-19 pandemic has had a significant impact on the learning experiences of students undertaking health and social care programmes across the globe. In the UK, the Nursing and Midwifery Council introduced emergency standards for undergraduate programmes in 2020, making significant short-term changes to programme delivery. However, the mandate for all students to undertake interprofessional education remained. Interprofessional education is key to preparing students on health and social care programmes, as it enables students to work as effective members of multi-agency/multi-professional teams on qualification. It is an important element of training, as it has a direct impact on quality of care and service user experience. This series of articles will explore the experiences of ‘lockdown learning’ from the perspective of academics, students and service users from a global perspective in relation to the delivery of interprofessional education during the pandemic, which necessitated a wholesale move from face-to-face, blended and online learning to include emergency remote teaching. The series was written by members of the Centre for the Advancement of Interprofessional Education Research Subgroup (Interprofessional Education Experiences) and aims to identify barriers and facilitators to successful shared learning and provide suggestions for how lessons learned can be taken forward to further enhance this important element of pre-registration education. The perceptions and attitudes of academics and students on such comprehensive changes are a unique and rich data source to explore and inform future provision.
dc.relation.ispartofBritish Journal of Midwiferyen
dc.rightsCopyright © 2021 MA Healthcare Limited. This work has been made available online in accordance with publisher policies or with permission. Permission for further reuse of this content should be sought from the publisher or the rights holder. This is the author created accepted manuscript following peer review and may differ slightly from the final published version. The final published version of this work is available at
dc.subjectInterprofessional educationen
dc.subjectOnline learningen
dc.subjectBlended learningen
dc.subjectEmergency Remote Teachingen
dc.subjectLB2300 Higher Educationen
dc.subjectRA0421 Public health. Hygiene. Preventive Medicineen
dc.titleLearning in lockdown : exploring the impact of COVID-19 on interprofessional educationen
dc.typeJournal articleen
dc.contributor.institutionUniversity of St Andrews. School of Medicineen
dc.contributor.institutionUniversity of St Andrews. Centre for Higher Education Researchen
dc.contributor.institutionUniversity of St Andrews. Education Divisionen
dc.contributor.institutionUniversity of St Andrews. Population and Behavioural Science Divisionen
dc.contributor.institutionUniversity of St Andrews. Infection and Global Health Divisionen
dc.description.statusPeer revieweden

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