Learning from COVID-19 Experiences to Progress System Change in Practice Education

Authors

  • Yvonne Angela Thomas University of Worcester, UK
  • Merrolee Penman The University of Sydney
  • Elizabeth A McKay Edinburgh Napier University

DOI:

https://doi.org/10.18552/ijpblhsc.v10i1.727

References

Beveridge, J., & Pentland, D. (2020). A mapping review of models of practice education in allied health and social care professions. British Journal of Occupational Therapy, 83(8), 488-513. https://doi.org/10.1177/0308022620904325

Brown, T., McKinstry, C., & Gustafsson L. (2015). The need for evidence and new models of practice education to meet the 1000 hour requirement. Australian Occupational Therapy Journal, 63(5), 352–356. https://doi.org/10.1111/1440-1630.12239

Campbell, N., Stothers, K., Swain, L., Cairns, A., Dunsford, E., & Barker, R. (2020) Allied health service–learning student placements in remote northern Australia during COVID‐19. The Australian Journal of Rural Health, 28(5), 514–520. https://doi.org/10.1111/ajr.12661

Canadian Council of Physiotherapy University Programmes (2019). National Physiotherapy Entry-to-practice physiotherapy curriculum Guidelines. https://www.peac-aepc.ca/pdfs/Resources/Competency%20Profiles/CCPUP%20Curriculum%20Guidelines%202019.pdf

Hanrahan, J. R., & Carroll, P. R. (2020). Student‐led interprofessional influenza vaccination clinic in a time of coronavirus. Medical Education, 54(11), 1078-1079. https://doi.org/10.1111/medu.14323

Nisbet, G., McAllister, S., Morris, C., & Jennings, M. (2021). Moving beyond solutionism: Re‐imagining placements through an activity systems lens. Medical Education, 55(1), 45-54. https://doi.org/10.1111/medu.14345

Royal College of Speech and Language Therapists (2021). RCSLT Curriculum Guidance for the pre-registration education of speech and language therapists. https://www.rcslt.org/wp-content/uploads/2020/08/RCSLT-Curriculum-Guidance-March2021.pdf

Salter, C., Oates, R. K., Swanson, C., & Bourke, L. (2020). Working remotely: Innovative allied health placements in response to COVID-19. International Journal of Work-Integrated Learning, 21(5), 587–600. https://files.eric.ed.gov/fulltext/EJ1271186.pdf

Thomas, Y., & Penman, M. (2019). World Federation of Occupational Therapists (WFOT) standard for 1000 hours of practice placement: Informed by tradition or evidence? British Journal of Occupational Therapy, 82(1), 3-4. https://doi.org/10.1177/0308022618788785

Twogood, R., Hares, E., Wyatt, M., et al. (2020). Rapid implementation and improvement of a virtual student placement model in response to the COVID-19 pandemic. BMJ Open Quality, 9(4): e001107. https://bmjopenquality.bmj.com/content/9/4/e001107

Van Schalkwyk, S. C., Hafler, J., Brewer, T. F., Maley, M. A., Margolis, C., McNamee, L., Meyer, I., Peluso, M. J., Schmutz, A. M. S., Spak, J. M., & Davies, D. (2019). Transformative learning as pedagogy for the health professions: A scoping review. Medical Education, 53(6), 547-558. https://doi.org/10.1111/medu.13804

Downloads

Published

2022-10-13

How to Cite

Thomas, Y. A., Penman, M., & McKay, E. A. (2022). Learning from COVID-19 Experiences to Progress System Change in Practice Education . International Journal of Practice-Based Learning in Health and Social Care, 10(1), 67–70. https://doi.org/10.18552/ijpblhsc.v10i1.727

Issue

Vol. 10 No. 1 (2022): Special Issue - COVID-19 - Part II

Section

Reflective papers

License

Copyright (c) 2022 Yvonne Angela Thomas, Merrolee Penman, Elizabeth A McKay

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a  Creative Commons License "Attribution-NonCommercial No Derivs 4.0 International" (CC BY-NC-ND 4.0) which permits others to use the publication as long as the authors are appropriately cited.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
  4. The Author grants to Coventry University an irrevocable, royalty-free, worldwide, non-exclusive licence to publish this article in this journal in addition to the licence granted at paragraph 1 of this copyright notice.