Interprofessional Education: A Theoretical Orientation Incorporating Profession-Centrism and Social Identity Theory

Abstract

To improve health for our citizens our health work force must be team focused and collaboration ready. The theory of social identity is used to explain profession-centrism and ultimately inform our understanding of the challenges of developing and implementing interprofessional education curricula.

Graduate Interprofessional Education and Collaborative Practice Experiences: A Phenomenological Inquiry

“…Students enter post-secondary education, even at the freshman level, with these preconceived ideas of different healthcare professions (Reeves, 2000;TunstallPedoe et al, 2003). These professional values begin to be internalized as soon as students begin their post-secondary education career, contributing to the challenges of interprofessional education and breaking down the disciplinary silos (Cooke et al, 2003;Cooper et al, 2005;Pecukonis, 2014;Tunstall-Pedoe et al, 2003). According to student responses, Cooke et al (2003) found that the stereotypical hierarchy did not have a negative effect when different groups of students worked together.…”

“…Working collaboratively can be time-consuming and heavy workloads can be a barrier (Hepp et al, 2015). Although these concerns are indeed challenging, perhaps the biggest threat to the implementation and success of interprofessional education and collaborative practice are the longstanding professional stereotypes and ingrained professional cultures (Barton, 2009;Pecukonis, 2014).…”

“…Interprofessional education and collaborative practice is not about ignoring these individual cultures in an attempt to create one, cohesive culture, but to learn about and appreciate each culture, enhancing future communication and collaboration. Each professional culture must be identified, understood, and addressed (Pecukonis, 2014). This clarification may address concerns that arise around losing professional identity through interprofessional education and collaborative practice (Barton, 2009;Pecukonis, 2014).…”

“…Tunstall-Pedoe et al (2003) Although people may have stereotypical views of different healthcare professions, each profession has its own "professional culture" (Pecukonis, 2014, p. 61). Each discipline has common educational experiences, curriculum, core values, attire, professional symbols, languages, health and care philosophies, and traditional treatment methods (Barton, 2009;Pecukonis, 2014). Students are introduced to these customs in their professional programs, influencing their perceptions, attitudes, and behaviors.…”

“…The professional culture also helps those in the profession identify power distribution, decision making protocol, and conflict resolution mechanisms in ways that may be unique to that profession. This is further identified and promoted by faculty and clinical preceptors, clarifying scope of practice and, unfortunately, often promoting isolation and territorialism (Pecukonis, 2014).…”