Theories contribute considerably to the interprofessional field, though many curricular elements remain under-theorized. The literature offers no "gold standard" theory for interprofessional curricula; rather theoretical selection is contingent upon the curricular component to which theory is to be applied. Theories contributed to interprofessional curricula by explaining, predicting, organizing or illuminating social processes embedded in interprofessional curricular assumptions. This review provides guidance how theory might be robustly and appropriately deployed in the design, delivery, and evaluation of interprofessional curricula.
Background Rigorous reviews of available information, from a range of resources, are required to support medical and health educators in their decision making. AimThe aim of the paper is to highlight the importance of a review of theoretical frameworks specifically as a supplement to reviews that focus on a synthesis of the empirical evidence alone. Establishing a shared understanding of theory as a concept is highlighted as a challenge and some practical strategies to achieving this are presented. The paper also introduces the
Relative Distancing: a grounded theory of how learners negotiate the interprofessional Keywords: IPE, grounded theory, relative distancing, efficiency, identity. AbstractA number of extant educational, psychological and sociological theories have been suggested as possessing utility for interprofessional education (IPE). However, there is limited theory proposed that has been derived directly from data. This article adds to the theoretical toolkit by theorising from data using constructionist grounded theorising.This article discusses the grounded theorising of participants' approaches to IPE and describes the social process of relative distancing, a collection of strategies employed by participants to construct their own professional identities and negotiate their way through interprofessional interactions. The categories of relative distancing are conceptualised as 1) integrating the professional and the interprofessional; 2) constellating and maintaining distance; 3) tensioning and manipulating distance; and 4) the dimensions of distance. The first, and most theoretically integrative, category will be discussed in detail here. 2It was found that participants valued certain learning outcomes over others. They favoured learning opportunities that were perceived to be of direct relevance to their own professional development and contributed finite personal resources to these.Resources were committed to those interprofessional learning opportunities where relevance was perceived and the conditions of co-presence (with other professions) and a context for interaction were achieved. The discussion draws links between the data and contemporary discourses of economics and identity.
This article offers a critical sociological rendering of the making of the interprofessional arena in the United Kingdom. It offers an interpretation of the conditions that led to the formation, expansion and development of the interprofessional arena using a social worlds/arenas lens of secondary data. Ipropose that the making of the interprofessional arena has been achieved in three historiographical phases. First, the "recognition of the professionalisation conundrum" that led to the intuitive assumption that interprofessional education (IPE) could lead to improved collaboration in practice and improved outcomes. Second, the "legitimisation" of the interprofessional assumption through the development of networks, building consensus, nurturing an evidence base and negotiating with policymakers. Third, "Talking up and acting up" the interprofessional agenda by developing global communities of practice, pandering to a neoliberal agenda, disseminating exemplars of good practice and encouraging practical changes within diverse settings. Articulating these historical 'moments' may allow us insights into the conditions that have created the contemporary interprofessional arena and offer us ways of considering how present conditions may re-shape the discourses that constitute the interprofessional arena of the future.
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