Volume 3, Issue 1 (2021) Teaching and Clinical Innovations During the COVID-19 Pandemic
From the Editors
The COVID-19 pandemic altered life and livelihoods in unprecedented ways. For those of us in academia, strategies that allowed students to continue their education had to be implemented at what could be characterized as lightning speed. Faculty proved up to the task amid the backdrop of the pandemic. The intent of this special COVID issue was to hear about educators’ lived experiences when faced with challenges beyond their expertise. Thus, we accepted several non-researched based articles and commentaries.
In this issue, you will read articles and commentaries about how these faculty rose to the occasion, whether through the development of innovative virtual clinical experiences or using new technology to substitute for live clinical experiences. In addition, you will learn about a study that evaluated an interprofessional experience with physical therapy and physician assistant students. Finally, you will read about the concept of belongingness and how this help shapes nursing students’ perceptions of their education.
We hope you enjoy this compilation and gain a deeper appreciation for the faculties’ commitment to their students. Thank you for visiting our website and learning from your colleagues.
Patti Calk, OTD, M.Ed., LOTR Program Director, ULM Master of Occupational Therapy
Susan Lacey, RN, PhD, CNL, FAAN ULM Endowed Chair for Nursing
A comparison of live vs. asynchronous IPE in physical therapy and physician assistant students: a randomized cohort study
Erin McCallister, Emily Weidman-Evans, Amanda Bernard, and Ashley Fort
Adapting during a pandemic: using Ethics of Care and Cosmopolitanism to train graduate students during the COVID-19 crisis
Jennifer Whited and Anne Marie Sisk
Joining Forces: A Response to Limited Clinical Sites During the Covid-19 Pandemic
Katherine Dixon, Leah Hawsey, Jan Shows, and Candace Gandy