Praxis and reflexivity for interprofessional education: towards an inclusive theoretical framework for learning.
While there is growing evidence of theoretical perspectives adopted in interprofessional education, learning theories tend to foreground the individual, focusing on psycho-social aspects of individual differences and professional identity to the detriment of considering social-structural factors at...
| Publicado en: | Journal of Interprofessional Care Vol. 27; no. 5; pp. 358 - 367 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Sep2013
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104207346&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104207346 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 13561820 57N jtl: Journal of Interprofessional Care issn: 13561820 maglogo: Y pubinfo: dt: Sep2013 vid: 27 iid: 5 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 104207346 89566530 10.3109/13561820.2013.784729 NLM23679676 104207346 ppf: 358 ppct: 9 formats: fmt: @attributes: type: P tig: atl: Praxis and reflexivity for interprofessional education: towards an inclusive theoretical framework for learning. aug: au: Hutchings, Maggie Scammell, Janet Quinney, Anne sug: subj: Education, Interdisciplinary Evaluation Education, Interdisciplinary Trends Students, Health Occupations Psychosocial Factors Human Multimethod Studies Adolescence Adult Middle Age Male Female United Kingdom Descriptive Statistics Surveys Questionnaires Thematic Analysis Constant Comparative Method Focus Groups Adolescent: 13-18 years Adult: 19-44 years Middle Aged: 45-64 years Male Female ab: While there is growing evidence of theoretical perspectives adopted in interprofessional education, learning theories tend to foreground the individual, focusing on psycho-social aspects of individual differences and professional identity to the detriment of considering social-structural factors at work in social practices. Conversely socially situated practice is criticised for being context-specific, making it difficult to draw generalisable conclusions for improving interprofessional education. This article builds on a theoretical framework derived from earlier research, drawing on the dynamics of Dewey's experiential learning theory and Archer's critical realist social theory, to make a case for a meta-theoretical framework enabling social-constructivist and situated learning theories to be interlinked and integrated through praxis and reflexivity. Our current analysis is grounded in an interprofessional curriculum initiative mediated by a virtual community peopled by health and social care users. Student perceptions, captured through quantitative and qualitative data, suggest three major disruptive themes, creating opportunities for congruence and disjuncture and generating a model of zones of interlinked praxis associated with professional differences and identity, pedagogic strategies and technology-mediated approaches. This model contributes to a framework for understanding the complexity of interprofessional learning and offers bridges between individual and structural factors for engaging with the enablements and constraints at work in communities of practice and networks for interprofessional education. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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