An interaction analysis model to study knowledge construction in interprofessional education: proof of concept.
A goal of interprofessional clinical learning experiences is to facilitate learning through co-construction of knowledge in support of patient care. Yet, little is known about knowledge construction processes among health professions students working together to care for patients. Understanding know...
| Publicado en: | Journal of Interprofessional Care Vol. 35; no. 5; pp. 736 - 744 |
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| Autores principales: | , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Sep-Oct2021
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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=152008361&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 152008361 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 13561820 57N jtl: Journal of Interprofessional Care issn: 13561820 maglogo: Y pubinfo: dt: Sep-Oct2021 vid: 35 iid: 5 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 152008361 145575045 152008361 152008361 10.1080/13561820.2020.1797653 152008361 ppf: 736 ppct: 8 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: An interaction analysis model to study knowledge construction in interprofessional education: proof of concept. aug: au: Floren, Leslie Carstensen ten Cate, Olle Irby, David M. O'Brien, Bridget C. affil: School of Pharmacy, University of California San Francisco, San Francisco, CA, USA sug: subj: Education, Interdisciplinary Students, Health Occupations Education, Clinical Learning Methods Student Knowledge Evaluation Models, Educational Human Learning Environment, Clinical Student Experiences Student Placement ab: A goal of interprofessional clinical learning experiences is to facilitate learning through co-construction of knowledge in support of patient care. Yet, little is known about knowledge construction processes among health professions students working together to care for patients. Understanding knowledge construction processes can guide health professions educators in the design of interventions to support knowledge construction and high-quality learning in clinical placements. In this article, we describe findings from a proof of concept study that explores the feasibility and utility of using Gunawardena's Interaction Analysis Model (IAM) to evaluate health professions students' knowledge construction processes in clinical placements. The IAM has been used to study knowledge construction processes in computer-supported collaborative learning environments, but not in interprofessional education. The IAM describes five phases of knowledge construction – sharing/comparing; exploring dissonance; co-constructing meaning; testing; coming to agreement/applying co-constructed knowledge – each representing a progressively higher-level learning process. Application of the IAM to learner dialogue proved labor-intensive but feasible and useful as a research tool to characterize learners' knowledge construction behaviors. Our findings suggest that the IAM warrants further study and may offer a framework to guide the design of clinical placements and analysis of interprofessional learning behaviors. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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