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The impact of COVID-19 on the delivery of interprofessional education : it’s not all bad news
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dc.contributor.author | Wetzlmair, Lisa | |
dc.contributor.author | Kitema, Gatera Fiston | |
dc.contributor.author | O'Carroll, Veronica | |
dc.contributor.author | El-Awaisi, Alla | |
dc.contributor.author | Power, Alison | |
dc.contributor.author | Owens, Melissa | |
dc.contributor.author | Park, Vikki | |
dc.contributor.author | McKinley, Mairi | |
dc.contributor.author | Anderson, Elizabeth S | |
dc.contributor.author | Loder-Fink, Brigitte | |
dc.date.accessioned | 2022-06-01T23:50:57Z | |
dc.date.available | 2022-06-01T23:50:57Z | |
dc.date.issued | 2021-12-02 | |
dc.identifier.citation | Wetzlmair , L , Kitema , G F , O'Carroll , V , El-Awaisi , A , Power , A , Owens , M , Park , V , McKinley , M , Anderson , E S & Loder-Fink , B 2021 , ' The impact of COVID-19 on the delivery of interprofessional education : it’s not all bad news ' , British Journal of Midwifery , vol. 29 , no. 12 , pp. 699-705 . https://doi.org/10.12968/bjom.2021.29.12.699 | en |
dc.identifier.issn | 0969-4900 | |
dc.identifier.other | PURE: 276988956 | |
dc.identifier.other | PURE UUID: 5497682f-b393-47bc-ad73-f2e7a04e7713 | |
dc.identifier.other | ORCID: /0000-0001-5777-104X/work/104618692 | |
dc.identifier.other | ORCID: /0000-0002-3044-8223/work/104619012 | |
dc.identifier.other | ORCID: /0000-0002-5862-9691/work/104619484 | |
dc.identifier.other | ORCID: /0000-0002-1623-9302/work/104619486 | |
dc.identifier.other | Scopus: 85120738859 | |
dc.identifier.uri | https://hdl.handle.net/10023/25482 | |
dc.description.abstract | During the COVID-19 outbreak, most face-to-face teaching and practice-based learning placements were suspended. Universities provided ongoing health and social care education, including interprofessional education, using online technology. Focusing on changes in the delivery of interprofessional education, this second article in a series on interprofessional education provides an international perspective through facilitators' case reports. It considers the key factors that enabled a rapid shift from face-to-face to online interprofessional education, and the key aspects that had to change. The significant changes reported from literature and case reports reflect on remote and online learning, the duration of education sessions, individual and team learning aspects and facilitation skills. | |
dc.format.extent | 6 | |
dc.language.iso | eng | |
dc.relation.ispartof | British Journal of Midwifery | en |
dc.rights | Copyright © 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 https://doi.org/10.12968/bjom.2021.29.12.699. | en |
dc.subject | Interprofessional education | en |
dc.subject | COVID-19 | en |
dc.subject | Online learning | en |
dc.subject | Emergency remote teaching | en |
dc.subject | Delivery process | en |
dc.subject | LB Theory and practice of education | en |
dc.subject | RA0421 Public health. Hygiene. Preventive Medicine | en |
dc.subject | 3rd-DAS | en |
dc.subject | SDG 3 - Good Health and Well-being | en |
dc.subject | AC | en |
dc.subject.lcc | LB | en |
dc.subject.lcc | RA0421 | en |
dc.title | The impact of COVID-19 on the delivery of interprofessional education : it’s not all bad news | en |
dc.type | Journal article | en |
dc.description.version | Postprint | en |
dc.contributor.institution | University of St Andrews. School of Medicine | en |
dc.contributor.institution | University of St Andrews. Infection and Global Health Division | en |
dc.contributor.institution | University of St Andrews. Population and Behavioural Science Division | en |
dc.contributor.institution | University of St Andrews. Education Division | en |
dc.contributor.institution | University of St Andrews. Centre for Higher Education Research | en |
dc.identifier.doi | https://doi.org/10.12968/bjom.2021.29.12.699 | |
dc.description.status | Peer reviewed | en |
dc.date.embargoedUntil | 2022-06-02 |
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