18 research outputs found
Educating for interprofessional practice: moving from knowing to being, is it the final piece of the puzzle?
Evaluating the Labor-Market Effects of Compulsory Military Service – A Regression-Discontinuity Approach
Design-Based Analysis of Regression Discontinuities: Evidence from an Experimental Benchmark
The Role of Toulmin's Categories of Message Development in Persuasive Communication: Two Experimental Studies on Attitude Change
Effects of appeal type and involvement on product disconfirmation: A cognitive response approach through product trial
Educating for interprofessional practice: moving from knowing to being, is it the final piece of the puzzle?
Abstract
Background
Professional socialisation and identity arise from interactions occurring within university-based interprofessional education, and workplace-based interprofessional practice experience. However, it is unclear how closely language and concepts of academic learning situations align with workplace contexts for interprofessional learning. This paper reports on a study that brought together university-based educators responsible for teaching health professional students and health service-based practitioners who supervise students in the field.
Methods
Interviews and focus groups with university-based educators and health service-base practitioners were used to explore perceptions of capabilities required for interprofessional practice. The qualitative data were then examined to explore similarities and differences in the language used by these groups.
Results
This analysis identified that there were language differences between the university-based educators and health service based practitioners involved in the project. The former demonstrated a curriculum lens, focusing on educational activities, student support and supervision. Conversely, health service-based practitioners presented a client-centred lens, with a focus on communication, professional disposition, attitude towards clients and co-workers, and authenticity of practice.
Conclusions
Building on these insights, we theorise about the need for students to develop the self in order to be an interprofessional practitioner. The implications for health professional education in both university and workplace settings are explored