{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,5,5]],"date-time":"2026-05-05T00:54:47Z","timestamp":1777942487509,"version":"3.51.4"},"reference-count":63,"publisher":"CSIRO Publishing","issue":"4","license":[{"start":{"date-parts":[[2025,5,22]],"date-time":"2025-05-22T00:00:00Z","timestamp":1747872000000},"content-version":"vor","delay-in-days":1263,"URL":"https:\/\/creativecommons.org\/licenses\/by-nc-nd\/4.0\/"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2021,12,23]]},"abstract":"<jats:title>ABSTRACT<\/jats:title>\n                  <jats:sec>\n                    <jats:title>BACKGROUND AND CONTEXT<\/jats:title>\n                    <jats:p>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.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>ASSESSMENT OF PROBLEM<\/jats:title>\n                    <jats:p>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.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>RESULTS<\/jats:title>\n                    <jats:p>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.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>STRATEGIES<\/jats:title>\n                    <jats:p>When pandemic alert levels change, interprofessional educators and administrators can now choose from a repertoire of teaching approaches.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>LESSONS<\/jats:title>\n                    <jats:p>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.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1071\/hc21070","type":"journal-article","created":{"date-parts":[[2021,11,30]],"date-time":"2021-11-30T19:16:00Z","timestamp":1638299760000},"page":"359-369","source":"Crossref","is-referenced-by-count":12,"title":["Keeping it going: the importance of delivering interprofessional education during the COVID-19 pandemic"],"prefix":"10.1071","volume":"13","author":[{"given":"Eileen","family":"McKinlay","sequence":"first","affiliation":[{"name":"ADepartment of Primary Health Care and General Practice, University of Otago Wellington, Box 7343, Wellington, New Zealand."},{"name":"LCorresponding author. 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