Its21-konferansen: Tverrfaglighet og bærekraft for en bedre fremtid

Pre-konferanse kvelden før; Grand Hotel Terminus

Åpningslegg ved Barbara Brandt.

• Barbara Brandt Professor i farmasi
  National Center for Interprofessional Practice and Education
  

• 1A: Supervisors’ Perspectives on Online Interprofessional Supervision: Results from a Mixed-Methods Longitudinal Cross-Sectional Study
• 1B: Coping with uncertainty and ambiguity in real-life practice and student-centred learning courses: supporting pedagogies, the role of mentoring
• 1C: The relevance of a cooperation agreement at the start of active student group
• 1D: Balancing freedom and structure through gamification in team-based learning: a case from entrepreneurship education

3A: TUR, the council for educational development in Uppsala

3B: MEST-ERN: Peer-assistedlearning and assessment in clinical placement in nutrition education

3C: «It takes a village» to develop character

• 4A: Entrepreneurship for better teaching: An innovative example of interprofessional education
• 4B: Implementing an interdisciplinary project course across the university: The case of ‘Innovation in Teams’
• 4C: Sub-acute simulation scenarios from primary care to train interprofessional collaboration in healthcare education
• 4D: Are interprofessional capabilities transferable in early-to-late interprofessional education?

• 5A: Learning in Engineering education through open-ended problems
• 5B: Interdisciplinary collaborationin small and medium sized enterprises
• 5C: Exploring students’ contribution in an internship course – the company perspective of having student interns

• Richard G. Wilkinson Professor emeritus i sosial epidemiologi
  The Equlaity Trust
  

• 7A: Developing interprofessional mindsets and future work life through collaboration between industry and university
• 7B: «Practice placement as a door-opener to the job market» – Music therapy student’s reflections on the value of practice placement
• 7C: Power dynamics and interprofessional collaboration: How do community pharmacists position general practitioners, and how do general practitioners

• 8A: Teaching philosophy of science in interdisciplinary teams
• 8B: CEMUS centre
• 8C: The significance of the curricula in developing and delivering Interprofessional Education

• 9A: InterPlanung – Student-lead interprofessional treatment planning for the outpatient care of the future
• 9B: The patient role in interprofessional clinical placements–a call for a shift in focusin IPE?
• 9C: Development and evaluation of an interprofessional tandem summer school on depression for pharmacy and medical students

• 10A: «It Enables Us to Reflect More on Nutrition»: A Mixed Methods Cross-Sectional Study on Preclinical Digital Training in Nurse Education
• 10B: Stellenbosch University’s hybrid community model
• 10C: Transformation from Blended to Online Learning: A Four-Year Longitudinal Cross-Sectional Interprofessional Study

• 12A: Developing sustainable mindset in an interprofessional learning context
• 12B: Interdiciplinary collaboration and context setting skills for the SDG’s
• 12C: Implementing Green Economy and App Development in SDG courses