Sociological fidelity: keeping the patient at the heart of interprofessional learning

Developing cultural competence through self-reflection in interprofessional education: Findings from an Australian university

“…Results suggest the effectiveness of the learning activity, the value of the real-life nature of the videos to fostering self-reflection, and the centrality of rapport to group-reflection. In line with Thomas and Reeves (2015) thoughts on keeping the patient at the heart of IPE our learning activity demonstrated sociological fidelity as it reinforced the importance of the social context in which CC occurs and in which interprofessional teams function. Furthermore, the realism displayed through the use of real people with real health concerns from various cultural backgrounds moved the students learning out of the classroom (where they are used to simulated learning) and into the real world.…”

“…Corroborating the ideas of Thomas and Reeves (2015), the students repeatedly described the videos' realism and sociological fidelity as important. Rather than simulated actors, the learning activity featured individuals with 'actual' experiences of encountering cultural, sexual or linguistic challenges with health professionals, countering taken-for-granted assumptions about themselves (as culturally competent pre-licensure health professionals) and clients from diverse backgrounds.…”

“…Furthermore, the realism displayed through the use of real people with real health concerns from various cultural backgrounds moved the students learning out of the classroom (where they are used to simulated learning) and into the real world. The students also acted as a real social group and therefore did not have to "suspend their disbelief" in order to meaningfully engage in the activity (see Thomas & Reeves, 2015).…”

“…Areas of particular relevance here include discussions on sociological fidelity (Thomas & Reeves, 2015), simulated learning activities (Murphy & Nimmagadda, 2015) and realist synthesis (Sims, Hewitt & Harris, 2015). Although these areas intersect and support the development of CC, studies on CC in IPE are few.…”

Steering the development of interprofessional education

“…reusable "learning objects" accessible online (Gordon, Booth, & Bywater, 2010), "virtual communities" (e.g. Quinney, Hutchings, & Scammell, 2008), and simulation where students comprising an interprofessional team practice their respective interventions together around a manikin (Boet, Bould, Burns & Reeves, 2014;Thomas & Reeves, 2015). But technologically enhanced learning must not replace practice-based learning, however hard it may be to find enough suitable placements.…”