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.

Rights

This work has been made available online in the University of St Andrews' Repository 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.

Cite as

Wetzlmair, L., Kitema, G., O'Carroll, V., El-Awaisi, A., Power, A., Owens, M., Park, V., McKinley, M., Anderson, E. & 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, 29(12), pp. 699-705. https://doi.org/10.12968/bjom.2021.29.12.699

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Last updated: 16 June 2022
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