Academics' experiences of online interprofessional education in response to COVID-19
This is the fourth article in a series exploring experiences of engaging with interprofessional education during the COVID-19 pandemic. Alongside students and practitioners, academics have had significant learning opportunities during the pandemic through reflecting on experiences of developing and delivering interprofessional education using emergency remote teaching. This article presents reflective accounts from academics across the UK, revealing their authentic experiences of maintaining interprofessional education within health and social care programmes during the pandemic. Personal reflective accounts provide case studies that lead to shared learning and suggestions for future interprofessional education provision.
Online learning for interprofessional education is not a new phenomenon (Beck and Owens, 2007; Power et al, 2021). According to Aldriwesh et al (2022), e-learning is one of the most popular approaches used in interprofessional education delivery. However, social distancing restrictions in response to the COVID-19 pandemic saw all face-to-face learning both in the UK and worldwide suspended, with an immediate, wholescale move to online learning (emergency remote teaching). Previous articles in this series have discussed interprofessional education and its impact on delivery (Wetzlmair et al, 2021) and student experiences (Sy et al, 2022) particularly in a remote arrangement. This article aims to further explore academics' experiences in the UK who developed and delivered interprofessional education during the pandemic. They reflect on all aspects of interprofessional education provision, from programme development to student evaluation, to make recommendations for future delivery.
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