What would a theory of interprofessional education look like? Some suggestions for developing a theoretical framework for teamwork training

Abstract

Much of the literature on interprofessional education (IPE) is descriptive, anecdotal, and atheoretical. To advance both practice and research in this field, IPE needs to develop theoretical frameworks that: (i) identify major concepts to guide the development of course and program structures and processes, (ii) specify learning objectives and effective methods for their achievement, (iii) suggest appropriate roles for faculty and students in the educational process, and (iv) aid in research and assessment of program impacts and outcomes. Following an exploration of what theory should mean and the role it might play in advancing IPE, this discussion surveys five different theoretical approaches for guidance in developing an IPE framework: (i) cooperative, collaborative, or social learning; (ii) experiential learning; (iii) epistemology and ontology of interdisciplinary inquiry; (iv) cognitive and ethical student development; and (v) education of the reflective practitioner. Common themes are discussed and their implications for IPE are explored. These include: (i) social context of collaborative and experiential learning, (ii) epistemology and ontology, facts and values, (iii) importance of reflection, and (iv) implications for student and faculty roles. Overall, this discussion aims to foster continued dialogue, discussion, and debate on the need for, and the role of, theory in IPE.

Becoming an Interprofessional Community of Practice: A Qualitative Study of an Interprofessional Fellowship

“…Although the fellowship included didactic and clinical components, all discussion of significant gains in becoming a cohesive community related to the clinical experience. This is consistent with the tenet of social learning theory, and IPE can be viewed as a process mediated by social relationships [21] and mutual accounta-bility [7]. In working together toward the common goal of improving the health of the patient, participants come together as a community, understanding their role and negotiating the work.…”

Learning theories and interprofessional education: a user’s guide

“…Dahlgren (2006) 4 considered the possible stages of interprofessional development and the processes of decentring in students, whilst Clark (2006) has explored the application of Perry's (1970) four stages of student development in terms of students' development of interprofessional knowledge and values. A commitment to relativism represents the ultimate goal on an interprofessional scale of development and when reached, students are comfortable and prepared to take a stand on their own particular professional perspective but show an awareness that their perspective is governed by a system of values and beliefs and recognize that others may have committed to a different, but equally valid, perspective based on their own value and belief systems (Clark 2006). Despite these discussions of stage theory by Daghlen and Clark, no explicit reference was found to these concepts in published literature in either IPE curriculum design or indeed the evaluation of IPE initiatives.…”

Integrating Interprofessional Education and Simulation in Community Health: Evaluation of a Practice-based Student Clinic

“…The literature on IPE identifies the need for securing a clear theoretical base (Clark 2006, Clark 2009, Barr 2013, and D'Amour et al 2005. Being aware of the variety of models of health care teams, we were guided by the concept of teamwork as a dynamic process, involving two or more healthcare professionals with complementary backgrounds and skills sharing common goals and shared decision making (Xyrichis and Ream 2008).…”