A Model for Using Reflection to Enhance Interprofessional Education

Abstract

Both Reflective Practice and Interprofessional Education (IPE) have gained a considerable attention in the past three decades. Although a plethora of literature exists on either topic, few articles address the issue of using reflective techniques to enhance IPE (King &Ross, 2003;Ross et al, 2005;Goosey & Barr, 2002;Craddock, O'Halloran, Borthwick, & McPherson, 2006) and fewer provide a model to achieve this.The aim of this article is to propose a simple model for employing reflection in the context of healthcare education to enhance the outcomes of shared learning occasions. This model encourages a "reflective dialogue" (Shon, 1987) between two components of self (I and Me) on "self" and on "self and others" from a symbolic interactionism's view (Blumer, 1996). This model is based the findings of the corresponding author's PhD project on "the teaching and learning reflective practice in medicine, nursing and physiotherapy" (Zarezadeh, 2009).Using symbolic interactionism as an interpretivist theoretical perspective, this study adopted a grounded theory methodology (Glaser & Strauss, 1967). A hermeneutic approach (Gadamer, 1975; Van Manen, 1990) informed both the theoretical perspective and the International Journal of EducationISSN 1948-5476 2009, Vol. 1, No. 1: E12www.macrothink.org/ije 2 methodology of this study. Semi-structured interviews with students and teachers, nonparticipant observations and student's reflective assignments and diaries were the main methods of data collection.In addition to the findings of the above PhD project this model is based on the literature of reflection and IPE particularly considering the aims of IPE such as improving services (Wilcock & Headrick, 2000), reducing "failure in trust and communication between professions," and modifying "negative attitudes and perceptions" (Carpenter, 1995).The model offers a structure for reflection in three personal, professional, and interprofessional levels, considering the organisational context and the culture of patient -centeredness. In each level a set of questions guide the reflections in such a way that insights gained in different levels relate to and inform each other. The outcome of reflection using this structure is awareness about "self," roles and responsibilities, the meanings of these concepts for self, and emotions evoked in the personal level. This awareness is achieved in the professional level when an individual reflects on assumptions, identity, role, and importance of his/her profession. Finally, guided reflections on issues such as the role and importance of other professions, opportunities of learning with and from them, and their importance generate a higher level of awareness that encompasses the broader context of patient care.

Stereotypes among health professions in Indonesia: an explorative study

“…Moreover, each individual must be able to conduct self-reflection to increase their self-awareness and respect others. Self-reflection skills helped individuals to be empathetic and consider others' perspectives[31,32]. The findings of this study suggest that IPE course should tackle intrapersonal and interpersonal dimensions.…”

“…Therefore, students in health profession education programs must obtain introduction sessions on the roles and responsibilities of various health professions through IPE, to correct the misperceptions regarding other professions' competencies as reflected in this study. During IPE, students are also taught about taking different perspectives, as it bridged differences among groups by viewing problems through others' perspectives[30,31]. Moreover, each individual must be able to conduct self-reflection to increase their self-awareness and respect others.…”

Informal Learning Opportunities Matter: The Interprofessional Learning Experiences of Undergraduate Speech Pathology Students

“…This suggests that some aspects of different interprofessional competencies may be better developed through more explicit and intentional learning. For example, Zarezadeh, Pearson and Dickinson (2009) provide a model of structured reflection for IPL experiences that can make the IPL process more explicit.…”

Ensuring health graduates' employability in a changing world: Developing interprofessional practice capabilities using a framework to inform curricula

“…Reflection is an integral competency for professional practice (Wald, Borkan, Scott Taylor, Anthony & Reis, 2012) and particularly relevant to interprofessional education where students need to reflect to effectively learn 'with, from and about each other'. According to Zarezadeah, Pearson & Dickinson (2009) reflection on the role and importance of 'others' leads to better understanding and a more reinforced acquaintance, which, in turn, lessens prejudice and breaks stereotypes (p. 8). Whilst Foundations of Professional Health Practice provides a starting point, more opportunities to develop reflective skills are recommended with greater guidance on reflective practice provided in an ongoing, scaffolded manner throughout the curriculum.…”

“…It is thus recommended that efforts be made to fully vertically integrate authentic interprofessional learning experiences for all health science students to deliver Curtin's vision of health science graduates having the collaborative practice capabilities to deliver safe, effective health services. Further research is also required to determine whether this interprofessional curriculum is achieving the desired collaborative practice capabilities (Zarezadeah et al, 2009).…”