The good enough facilitator: exploring online interprofessional therapeutic facilitation in times of COVID-19

Bluteau, Patricia

doi:10.1080/13561820.2020.1807919

Cited by 8 publications

(9 citation statements)

References 23 publications

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“…Problem-based learning is a vehicle for building learning communities (Childs et al, 2015). Building a community requires a "therapeutic" facilitator (Bluteau, 2020). Therapeutic presence is a combination of social, cognitive, and teaching presence (Garrison, Anderson and Archer, 1999).…”

Section: Online Learning Communitiesmentioning

confidence: 99%

“…Over the five days, the presenter posted 402 messages and the co-presenter 127. From these messages, the therapeutic nature of the facilitation becomes evident in terms of social, cognitive, and teaching presence (Bluteau, 2020;Garrison, Anderson and Archer, 1999). Teaching presence is seen in presenting, giving instructions, clarification, and feedback.…”

Section: Presentation Stylementioning

confidence: 99%

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WhatsApp as a tool for Building a Learning Community

Cronjé¹,

Zyl²

2022

EJEL

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WhatsApp groups are considered useful for creating and supporting virtual communities. This mixed method case study explores the patterns that emerged when we used WhatsApp to create a community of learning during the multimodal presentation of a postgraduate course in research proposal writing. Three questions drive the study: (1) What kinds of messages were sent? (2) Who participated and how? (3) How did the learners experience the use of WhatsApp in support of the community of learning? Data were collected during the presentation of a five-evening proposal writing workshop that was conducted using Zoom, WhatsApp, and YouTube as communication platforms. To answer the first question, all WhatsApp messages were analysed through both manual (individual) and automated (meta) content analysis. The third question was answered by analysing students’ responses to the end-of session online questionnaire that was administered via Google Forms. Results indicate that many messages were administrative in nature, while the most notable academic messages concerned a discussion of empirical research, research paradigms, and research design. The presenter and co-presenter together accounted for almost half of the messages sent, and the other messages were evenly distributed between members of the class, with five notably vocal students. Student responses indicated that they liked the high level of interactivity and the content, but that they disliked the time it took to form groups. The paper contributes to the literature by showing how this use of multiple WhatsApp groups was effective in creating a sense of community by facilitating access, relationships, vision, and function (West and Williams, 2017). More research is needed in determining the extent to which students might support one another with conversations outside of the main WhatsApp group.

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Section: Online Learning Communitiesmentioning

confidence: 99%

Section: Presentation Stylementioning

confidence: 99%

WhatsApp as a tool for Building a Learning Community

Cronjé¹,

Zyl²

2022

EJEL

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“…[54][55][56] The move to online learning associated with physical isolation from other students and educators will not suit some students' preferences for face-to-face, inclass learning. [57][58][59] Some issues can be mitigated in an on-line learning environment by using a more informal conversational style, ensuring the tone, warmth and clarity of the email communications and in the design of the Zoom workshops. Zoom breakout rooms seem to help to build group social and interprofessional connection and encourage students to keep on their video feeds to assist making personal connection.…”

Section: Original Research Paper Improving Performancementioning

confidence: 99%

“…Remember students do not demand perfection in times of uncertainty. 59 Anticipate and be patient with the pauses and freezes that occur on Zoom.…”

Section: Use Technology Appropriatelymentioning

confidence: 99%

Keeping it going: the importance of delivering interprofessional education during the COVID-19 pandemic

McKinlay

Banks

Coleman

et al. 2021

J. Prim. Health Care

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BACKGROUND AND CONTEXT: Globally, the coronavirus disease 2019 (COVID-19) pandemic has highlighted the need for better interprofessional collaboration and teamwork. When disciplines have worked together to undertake testing, deliver care and administer vaccines, progress against COVID-19 has been made. Yet, teamwork has often not happened, wasting precious resources and stretching health-care workforces. Continuing to train health professionals during the pandemic is challenging, particularly delivering interprofessional education that often uses face-to-face delivery methods to optimise interactional learning. Yet, continuing to offer interprofessional education throughout the pandemic is critical to ensure a collaboration-ready health workforce. One example is continuing the established INVOLVE (Interprofessional Visits to Learn Interprofessional Values through Patient Experience) interprofessional education initiative.ASSESSMENT OF PROBLEM: Educators have not always prioritised interprofessional education during the pandemic, despite its immediate and long-term benefits. The INVOLVE interprofessional education initiative, usually delivered face-to-face, was at risk of cancellation. RESULTS:A quality improvement analysis of the strategies used to continue INVOLVE demonstrated that it is possible to deliver interprofessional education within the constraints of a pandemic by using innovative online and hybrid educational strategies. Educators and students demonstrated flexibility in responding to the sudden changes in teaching and learning modalities. STRATEGIES:When pandemic alert levels change, interprofessional educators and administrators can now choose from a repertoire of teaching approaches. LESSONS:Four key lessons have improved the performance and resilience of INVOLVE: hold the vision to continue interprofessional education; be nimble; use technology appropriately; and there will be silver linings and unexpected benefits to the changes.

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“…While empirical research studies can traditionally take months to plan and years to deliver, the urgency of the pandemic has allowed greater flexibility and agility in research. This has allowed rapid deployment of research studies and early release of findings, some of which are included in this themed issue (e.g., Bluteau 2020;Bluteau & Bluteau, 2020;El-Awaisi et al, 2020;Jones et al, 2020;Nyashanu et al, 2020). Examples here include El-Awaisi et al (2020) who tackled the thorny issue of public perceptions of membership in health care teams using a social listening technique and completing a content analysis of social media posts during the COVID-19 pandemic.…”

Section: Covid-19: Interprofessional Considerationsmentioning

confidence: 99%