Rethinking assessment for interprofessional learning during COVID-19: steering a middle course-Reference-Cited by-同舟云学术

Rethinking assessment for interprofessional learning during COVID-19: steering a middle course

Published:2022-10-02 Issue:10 Volume:30 Page:572-581
ISSN:0969-4900
Container-title:British Journal of Midwifery
language:en
Short-container-title:British Journal of Midwifery

Author:

McLarnon Nichola¹,Hutchings Maggie²,O'Carroll Veronica³,Wetzlmair Lisa-Christin³,Blumenthal Sharron¹,Boyle Louise¹,El-Awaisi Alla⁴,Greaves Jane⁵,Park Vikki⁵,Power Alison⁶

Affiliation:

1. School of Health and Life Sciences, Glasgow Caledonian University

2. Faculty of Health and Social Sciences, Bournemouth University

3. School of Medicine, University of St Andrews

4. College of Pharmacy, Qatar University

5. Department of Nursing, Midwifery and Health, Northumbria University

6. Faculty of Health, Education and Society, The University of Northampton

Abstract

This is the sixth article in a series exploring interprofessional education during the COVID-19 pandemic. This article will focus on the considerations and adaptations made to assessing interprofessional education during this time. It will explore the alternative assessment strategies used by faculty, the modality of assessment and the tools used, student and faculty experiences and the challenges faced by both during the rapid pivot to remote learning and assessment.

Publisher

Mark Allen Group

Subject

Maternity and Midwifery

Link

http://www.magonlinelibrary.com/doi/pdf/10.12968/bjom.2022.30.10.572

Reference46 articles.

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2. Bloom B. Taxonomy of educational objectives. New York: McGraw Hill; 1956

3. Bloxham S. Assessing assessment: new developments in assessment design, feedback practices and marking in higher education. In: Fry H, Ketteridge S, Marshall S (eds). A handbook for learning and teaching in higher education: enhancing academic practice. London: Routledge; 2014

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