Abstract
This is the third in a series of articles exploring experiences of engaging with interprofessional education during the COVID-19 pandemic. This article focuses on experiences of emergency remote teaching from the student perspective, considering the enablers and barriers to effective learning and taking into account the logistical, technological and theoretical considerations for facilitating an authentic learning experience in line with professional standards. A global perspective of interprofessional education during lockdown is provided through case studies, providing an opportunity to benchmark against examples of best practice to ensure online interprofessional education is successful in preparing students to work within a multiprofessional, multi-agency team to provide high-quality care through effective team working.
| Original language | English |
|---|---|
| Pages (from-to) | 47-55 |
| Number of pages | 9 |
| Journal | British Journal of Midwifery |
| Volume | 30 |
| Issue number | 1 |
| Early online date | 28 Dec 2021 |
| DOIs | |
| Publication status | Published - 2 Jan 2022 |
Keywords
- Pandemic
- Emergency remote teaching
- Technology enhanced learning
- Online education
- Interprofessional learning
- Midwifery education