Practicing what we preach for successful interprofessional education

Beuken, Juliëtte A; Nooijer, Jascha de; Stalmeijer, Renée E.

doi:10.1111/tct.13433

Cited by 2 publications

(6 citation statements)

References 6 publications

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“…A strength of this study is the start with solid theoretical data and the use of focus groups and work conferences, where rich and in‐depth data emerged from the interaction between participants from different areas of expertise and different communities of practice 42 . Another strength is that this study focuses on both refining and testing context‐sensitive Design‐Principles and designing practical prototypes of activities in an iterative process 36,39 . In Design‐Based Research for education development, researchers often serve as developers of educational activities 79–81 .…”

Section: Discussionmentioning

confidence: 99%

“…The participants of both the focus group sessions and the work conferences were invited through the research team's network, making use of purposive sampling. 45,61 Heterogenous groups were used to gather information from different perspectives and interests across all the disciplines involved 36,45 and to avoid bias that could arise in homogeneous groups. 60 2.3 | Procedure…”

Section: Secondary Care Physicianmentioning

confidence: 99%

“…To date, evidence of the characteristics and the process of designing and developing educational activities, specifically targeting intraPC learning during hospital placements, is lacking. Hospital placements are complex settings that are affected by many factors, including stakeholders from different professions with their interpersonal dynamics, different interests and delicate collaboration 34–36 . The development of feasible and applicable intraPC educational activities in such a complex context requires a systematic approach that integrates (learning) theory and involves relevant stakeholders to align theory with local practical contexts 36–39 .…”

Section: Introductionmentioning

confidence: 99%

“…Hospital placements are complex settings that are affected by many factors, including stakeholders from different professions with their interpersonal dynamics, different interests and delicate collaboration. [34][35][36] The development of feasible and applicable intraPC educational activities in such a complex context requires a systematic approach that integrates (learning) theory and involves relevant stakeholders to align theory with local practical contexts. [36][37][38][39] To this end, a design-based research approach is useful to, first, formulate theoretical Design-Principles based on literature, and second, to enrich and align these Design-Principles with the practice context in close collaboration among researchers and stakeholders with different areas of expertise.…”

Section: Introductionmentioning

confidence: 99%

“…[34][35][36] The development of feasible and applicable intraPC educational activities in such a complex context requires a systematic approach that integrates (learning) theory and involves relevant stakeholders to align theory with local practical contexts. [36][37][38][39] To this end, a design-based research approach is useful to, first, formulate theoretical Design-Principles based on literature, and second, to enrich and align these Design-Principles with the practice context in close collaboration among researchers and stakeholders with different areas of expertise. 35,39,40 Theory-driven and context-sensitive Design-Principles can serve as guidance for educational activities 37,41,42 as Design-Principles can provide prescriptive theoretical and practical understanding.…”

Section: Introductionmentioning

confidence: 99%

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Designing the learning of intraprofessional collaboration among medical residents

et al. 2022

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Background: To preserve quality and continuity of care, collaboration between primary-care and secondary-care physicians is becoming increasingly important. Therefore, learning intraprofessional collaboration (intraPC) requires explicit attention during postgraduate training. Hospital placements provide opportunities for intraPC learning, but these opportunities require interventions to support and enhance such learning. Design-Principles guide the design and development of educational activities when theory-driven Design-Principles are tailored into contextsensitive Design-Principles. The aim of this study was to develop and substantiate a set of theory-driven and context-sensitive Design-Principles for intraPC learning during hospital placements. Methods: Based on our earlier research, we formulated nine theory-driven Design-Principles. To enrich, refine and consolidate these principles, three focus group sessions with stakeholders were conducted using a Modified Nominal Group Technique. Next, two work conferences were conducted to test the feasibility and applicability of the Design-Principles for developing intraPC educational activities and to sharpen the principles into a final set of Design-Principles. Results: The theoretical Design-Principles were discussed and modified iteratively. Two new Design-Principles were added during focus group 1, and one more Design-Principle was added during focus group 2. The Design-Principles were categorised into three clusters: (i) Culture: building collaborative relations in a psychologically safe context where patterns or feelings of power dynamics between primary and secondary care physicians can be discussed; (ii) Connecting Contexts: making residents and supervisors mutually understand each other's work contexts and activities; and(iii) Making the Implicit Explicit: having supervising teams act as role models demonstrating intraPC and continuously pursuing improvement in intraPC to make intraPC explicit. Participants were unanimous in their view that the Design-Principles in the Culture cluster were prerequisites to facilitate intraPC learning.

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Section: Discussionmentioning

confidence: 99%