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Interprofessional education in health and social care: Fashion or informed practice?

Interprofessional education in health and social care: Fashion or informed practice?
Interprofessional education in health and social care: Fashion or informed practice?
This paper presents a critical review of literature on interprofessional education in the continuum of professional development in health and social care. In particular it explores the range and variety of theoretical frameworks underpinning interprofessional education initiatives across the United Kingdom. In doing so this paper highlights the limited application of educational theory within the broader literature, particularly in the description of the methods employed and in the choices of processes or outcome measures selected. Despite these drawbacks, a focus on the learning and teaching methods used within each interprofessional education programme enabled an explicit categorization of the educational theories being applied (albeit implicitly). The educational theories identified predominantly linked to adult learning theory and reflective practitioner theory. It is, however, acknowledged that such theories alone are not enough to underpin interprofessional education. Theories were therefore also derived from social psychological studies of group behaviour and teamwork approaches; group development and team learning theories focusing on intragroup collaboration; and bio-psychological theories to inform interprofessional education. The paper concludes that (a) more explicit consideration of theory is required in the development of new interventions; (b) reference to educational theory in evaluation should be encouraged and facilitated; (c) evaluation of different models of interprofessional educational interventions is required if interprofessional education in health and social care is to develop as an informed practice rather than become a transient educational fashion
1473-6853
220-242
Craddock, Deborah
b138fdce-ecfb-4cf0-a481-d2fc209a1eff
O'Halloran, Cath
b676f392-9db8-49c9-aa26-7e191ea2fc55
Borthwick, Alan
b4d1fa51-182d-4296-b5fe-5b7c32ef6f9d
McPherson, Kath
5926c131-e68f-46f2-9ec3-70c2c4965d45
Craddock, Deborah
b138fdce-ecfb-4cf0-a481-d2fc209a1eff
O'Halloran, Cath
b676f392-9db8-49c9-aa26-7e191ea2fc55
Borthwick, Alan
b4d1fa51-182d-4296-b5fe-5b7c32ef6f9d
McPherson, Kath
5926c131-e68f-46f2-9ec3-70c2c4965d45

Craddock, Deborah, O'Halloran, Cath, Borthwick, Alan and McPherson, Kath (2006) Interprofessional education in health and social care: Fashion or informed practice? Learning in Health and Social Care, 5 (4), 220-242. (doi:10.1111/j.1473-6861.2006.00135.x).

Record type: Article

Abstract

This paper presents a critical review of literature on interprofessional education in the continuum of professional development in health and social care. In particular it explores the range and variety of theoretical frameworks underpinning interprofessional education initiatives across the United Kingdom. In doing so this paper highlights the limited application of educational theory within the broader literature, particularly in the description of the methods employed and in the choices of processes or outcome measures selected. Despite these drawbacks, a focus on the learning and teaching methods used within each interprofessional education programme enabled an explicit categorization of the educational theories being applied (albeit implicitly). The educational theories identified predominantly linked to adult learning theory and reflective practitioner theory. It is, however, acknowledged that such theories alone are not enough to underpin interprofessional education. Theories were therefore also derived from social psychological studies of group behaviour and teamwork approaches; group development and team learning theories focusing on intragroup collaboration; and bio-psychological theories to inform interprofessional education. The paper concludes that (a) more explicit consideration of theory is required in the development of new interventions; (b) reference to educational theory in evaluation should be encouraged and facilitated; (c) evaluation of different models of interprofessional educational interventions is required if interprofessional education in health and social care is to develop as an informed practice rather than become a transient educational fashion

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Published date: 3 November 2006

Identifiers

Local EPrints ID: 71611
URI: http://eprints.soton.ac.uk/id/eprint/71611
ISSN: 1473-6853
PURE UUID: 6abe2cf8-0703-44b4-bd74-b9088082825e

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Date deposited: 16 Dec 2009
Last modified: 13 Mar 2024 20:36

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Contributors

Author: Deborah Craddock
Author: Cath O'Halloran
Author: Alan Borthwick
Author: Kath McPherson

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