TY - JOUR
T1 - Tips for converting interprofessional education sessions from in-person to remote synchronous formats for experiential learning
AU - Karpa, Kelly
N1 - Funding Information:
These activities would not have been possible without the assistance of a cadre of facilitators, the insights of interprofessional education co-director Sol DeJesus, the assistance of Joy Bowen, and the tireless efforts of Tanya Shaw. The IPTCs are funded in part by the Health Resources and Services Administration 1 TOBHP30010-01-00 .
Funding Information:
Kelly Karpa: envisioned creating this manuscript as a roadmap for others, and she wrote and edited the manuscript, The IPTC is funded by HRSA 1 TOBHP30010-01-00 (Leong).
Publisher Copyright:
© 2020 Elsevier Inc.
Copyright:
Copyright 2020 Elsevier B.V., All rights reserved.
PY - 2021/3
Y1 - 2021/3
N2 - Overcoming logistical hurdles is not new when planning interprofessional education (IPE) activities. When COVID-19 forced students out of traditional educational environments into learning remotely, additional challenges were thrust upon IPE. This article provides tips to help faculty who must rapidly transition what had been in-person, face-to-face IPE activities to remote, synchronous instructional modes that are interactive, engaging, meet objectives, and encourage subsequent application of knowledge learned. It is hoped that the practical tips presented here will serve as a guide for others to implement effective and engaging IPE sessions delivered remotely to learners.
AB - Overcoming logistical hurdles is not new when planning interprofessional education (IPE) activities. When COVID-19 forced students out of traditional educational environments into learning remotely, additional challenges were thrust upon IPE. This article provides tips to help faculty who must rapidly transition what had been in-person, face-to-face IPE activities to remote, synchronous instructional modes that are interactive, engaging, meet objectives, and encourage subsequent application of knowledge learned. It is hoped that the practical tips presented here will serve as a guide for others to implement effective and engaging IPE sessions delivered remotely to learners.
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U2 - 10.1016/j.xjep.2020.100408
DO - 10.1016/j.xjep.2020.100408
M3 - Article
AN - SCOPUS:85097407279
SN - 2405-4526
VL - 22
JO - Journal of Interprofessional Education and Practice
JF - Journal of Interprofessional Education and Practice
M1 - 100408
ER -