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COVID-19 has had a significant impact on teaching and learning in postgraduate education. In particular, work integrated learning, in health care settings, has been disrupted in many ways negatively impacting student learning. Our Clinical Redesign courses are designed to deliver work-integrated learning in partnership with healthcare organisations to deliver workplace projects in real time, which has been complicated by COVID-19. This reflection examines the challenges that arose in the healthcare redesign teaching and learning space during the COVID-19 pandemic. We explore the experiences of our work-integrated learning students using Johns’ reflection model.1 Our students faced disruption to their education, workplaces and personal lives, and the experiences of our teaching team whose teaching philosophies were challenged. In response to the ongoing challenges, we developed strategies for supporting our students including the development of virtual projects for students who no longer had access to their workplaces or project appropriate resources.

Item Type:	Refereed Article
Keywords:	curriculum, e-learning, teaching and learning, problem based, education environment
Research Division:	Education
Research Group:	Curriculum and pedagogy
Research Field:	Curriculum and pedagogy theory and development
Objective Division:	Education and Training
Objective Group:	Learner and learning
Objective Field:	Learner and learning not elsewhere classified
UTAS Author:	Prior, SJ (Dr Sarah Prior)
UTAS Author:	Griffin, P (Dr Phoebe Griffin)
UTAS Author:	O'Brien, L (Mrs Lauri O'Brien)
UTAS Author:	Van Dam, PJ (Dr Pieter Van Dam)
ID Code:	141391
Year Published:	2020
Web of Science® Times Cited:	1
Deposited By:	Medicine
Deposited On:	2020-10-19
Last Modified:	2022-08-23
Downloads:	20 View Download Statistics