References

Abdelaziz A, Mansour T, Alkhadragy R, Abdel Nasser A, Hasnain M. Challenges to interprofessional education: will e-learning be the magical stick?. Adv Med Educ Pract. 2021; 12:329-336 https://doi.org/10.2147/amep.s273033

Breitbach AP, Sargeant DM, Gettemeier PR From buy-in to integration: melding an interprofessional initiative into academic programs in the health professions. J Allied Health. 2013; 42:(3)e67-e73

Clark PG. What would a theory of interprofessional education look like? Some suggestions for developing a theoretical framework for teamwork training. J Interprof Care. 2006; 20:(6)577-589 https://doi.org/10.1080/13561820600916717

Connor C. Virtual learning and inter-professional education: developing computer-mediated communication for learning about collaboration. Innov Educ Teach Int. 2003; 40:(4)341-347 https://doi.org/10.1080/1470329032000128379

D'Amour D, Oandasan I. Interprofessionality as the field of interprofessional practice and interprofessional education: an emerging concept. J Interprof Care. 2005; 19:8-20 https://doi.org/10.1080/13561820500081604

Early J, Hernandez A. Digital disenfranchisement and COVID-19: broadband internet access as a social determinant of health. Health Promotion Practice. 2021; 22:(5)605-610 https://doi.org/10.1177%2F15248399211014490

Evans SM, Ward C, Reeves S. Online interprofessional education facilitation: a scoping review. Med Teach. 2019; 41:(2)215-222 https://doi.org/10.1080/0142159x.2018.1460656

Evans S, Knight T, Sønderlund A, Tooley G. Facilitators' experience of delivering asynchronous and synchronous online interprofessional education. Med Teach. 2014; 36:(12)1051-1056 https://doi.org/10.3109/0142159x.2014.918254

Evans S, Sonderlund A, Tooley G. Effectiveness of online interprofessional education in improving students' attitudes and knowledge associated with interprofessional practice. Focus on Health Professional Education: A Multi-disciplinary Journal. 2013; 14:(2)12-20

Gilbert PK, Dabbagh N. How to structure online discussions for meaningful discourse: a case study. Br J Educ Technol. 2005; 36:(1)5-18

Gov.uk. Coronavirus (COVID-19). 2020. https://www.gov.uk/coronavirus (accessed 3 August 2020)

Hall P. Interprofessional teamwork: professional cultures as barriers. J Interprof Care. 2005; 19:188-196 https://doi.org/10.1080/13561820500081745

Hanna E, Soren B, Telner D, MacNeill H, Lowe M, Reeves S. Flying blind: the experience of online interprofessional facilitation. J Interprof Care. 2013; 27:(4)298-304 https://doi.org/10.3109/13561820.2012.723071

Hayward K, Brown M, Pendergastm N Interprofessional education via online education: pedagogical pathways spanning the distance. J Interprof Educ Pract. 2021; 24:(100447)1-6 https://doi.org/10.1016/j.xjep.2021.100447

Johnson CM. A survey of current research on online communities of practice. Internet High Educ. 2001; 4:(1)45-60 https://doi.org/10.1016/S1096-7516(01)00047-1

Juntunen A, Heikkinen E. Lessons from interprofessional e-learning: piloting a care of the elderly module. J Interprof Care. 2004; 18:(3)269-278 https://doi.org/10.1080/13561820410001731313

Khalili H. Online interprofessional education during and post the COVID-19 pandemic: a commentary. J Interprof Care. 2020; 34:(5)687-690 https://doi.org/10.1080/13561820.2020.1792424

Guidance on global interprofessional education and collaborative practice research: discussion paper. 2019. https://bit.ly/3ynBu1u (accessed 30 November 2021)

Skills development through distance education. 2002. http://hdl.handle.net/11599/112 (accessed 25 October 2021)

Q&A: a founder of distance education weighs in on its educational benefits. 2020. https://bit.ly/3oQZJSL (accessed 8 November 2021)

Mukhalalati BA, Taylor A. Adult learning theories in context: a quick guide for healthcare professional educators. J Med Educ Curric Dev. 2019; 6:(2382120519840332) https://doi.org/10.1177%2F2382120519840332

Nedungadi PP, Menon R, Gutjahr G, Erickson L, Raman R. Towards an inclusive digital literacy framework for digital India. Education and Training. 2018; 60:(6)516-528 https://doi.org/10.1108/ET-03-2018-0061

The four fundamental principles of human-centered design and application. 2019. https://jnd.org/the-four-fundamental-principles-ofhuman-centered-design/ (accessed 24 October 2021)

The code: professional standards of practice and behaviour for nurses, midwives and nursing associates.London: NMC; 2018

Standards of proficiency for midwives.London: NMC; 2019

Emergency standards for nursing and midwifery education.London: NMC; 2020

Learning in critical care: a focused ethnography of interprofessional learning culture. 2019. http://nrl.northumbria.ac.uk/id/eprint/45621/ (accessed 27 September 2021)

Power A, Sy M, Hutchings M Learning in lockdown: exploring the impact of COVID-19 on interprofessional education. Br J Midwifery. 2021; 29:(11)648-652 https://doi.org/10.12968/bjom.2021.29.11.648

Power A. The start of an academic year like no other. Br J Midwifery. 2020; 28:(10) https://doi.org/10.12968/bjom.2020.28.10.689

Rabe A, Sy M, Cheung W, Lucero-Prisno D. COVID-19 and health professions education: a 360° view of the impact of a global health emergency. MedEdPublish. 2020; 9:(1) https://doi.org/10.15694/mep.2020.000148.1

Reeves S, Palaganas J, Zierler B. An updated synthesis of review evidence of interprofessional education. J Allied Health. 2017; 46:(1)56-61

Sharpe EL, Sykes SR, Marzalik PR. Virtual interprofessional learning due to COVID-19. J Nurs Educ. 2021; 60:(6)346-351 https://doi.org/10.3928/01484834-20210520-09

Skorga P. Interdisciplinary and distance education in the delta: the delta health education partnership. J Interprof Care. 2002; 16:(2) https://doi.org/10.1080/13561820220124166

van Diggele C, Roberts C, Burgess A Interprofessional education: tips for design and implementation. BMC Medical Education. 2020; 20 https://doi.org/10.1186/s12909-020-02286-z

Wang M. Designing online courses that effectively engage learners from diverse cultural backgrounds. Br J Educ Technol. 2007; 38:294-311 https://doi.org/10.1111/j.1467-8535.2006.00626.x

Wetzlmair L, Kitema GF, O'Carroll V The impact of covid-19 on the delivery process of interprofessional education: it's not all bad news. Br J Midwifery. 2021; 29:(12)699-705

Wilhelmsson M, Pelling S, Uhlin L, Owe Dahlgren L, Faresj T, Forslund K. How to think about interprofessional competence: A metacognitive model. J Interprof Care. 2012; 26:(2)85-91 https://doi.org/10.3109/13561820.2011.644644

Williams J, Lakhani N. E-learning for interprofessional education: a challenging option. J Interprof Care. 2010; 24:(2)201-203 https://doi.org/10.1080/13561820902921670

World Economic Forum. Achieving digital equity means tackling “tech poverty”. 2021. https://bit.ly/3F6MPWc (accessed 24 October 2021)

World Health Organization. Framework for action on interprofessional education and collaborative practice. 2010. https://www.who.int/publications/i/item/framework-for-action-on-interprofessional-education-collaborative-practice (accessed 27 September 2021)

Emergency remote teaching for interprofessional education during COVID-19: student experiences

02 January 2022
19 min read
Volume 30 · Issue 1

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.

There is a growing interest in the use of online learning in interprofessional education in part because of the emergency remote teaching implemented during the COVID-19 pandemic. This article explores student experiences of online interprofessional education considering midwifery competencies and ways to promote effective online approaches. Specifically, the paper will identify intersecting competencies in midwifery and interprofessional education, describe online teaching and learning activities that target interprofessional education competencies in midwifery education and discuss the nuanced student experiences of online interprofessional education and emergency remote teaching using case studies. The article concludes with advice on ensuring the interactivity, effectiveness, and relevance of online interprofessional education in the midst of the changing landscapes of health professions and midwifery education.

Recently, the impact of the COVID-19 pandemic has led many educational providers to adapt to an online delivery mode. The first article in this series (Power et al, 2021) explored definitions of online learning and emergency remote teaching, identified the different ways that technology can enhance interprofessional learning, and discussed the impact of the COVID-19 pandemic on midwifery pre-registration education, including interprofessional education. This article extends this discussion by focusing on student experiences. The key terms discussed in this article are defined in Box 1.

Register now to continue reading

Thank you for visiting British Journal of Midwifery and reading some of our peer-reviewed resources for midwives. To read more, please register today. You’ll enjoy the following great benefits:

What's included

  • Limited access to our clinical or professional articles

  • New content and clinical newsletter updates each month