A Conceptual Framework for Working Relationships Among Disciplines and the Place of Interdisciplinary Education and Practice:

Satin, David G.

doi:10.1300/j021v14n03_02

Cited by 30 publications

(12 citation statements)

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“…While disciplines can be understood as academic disciplines, such as psychology and economics, professions can include health and/or social professions such as nursing and social work (Reeves et al, 2010). Satin (1994) considers the crucial factor to be whether a discipline (a profession or occupation that shares knowledge and skill) can be separated from other disciplines in terms of theory and practice. If two healthcare workers or even two different specialties within a single profession have difficulties in communicating with each other, this may be an indication that they are representing two different disciplines.…”

Section: Defining Concepts Of Professionals Who Are Working Togethermentioning

confidence: 99%

Inter-agency work in Open Dialogue: the significance of listening and authenticity

Holmesland

Seikkula

Hopfenbeck

2014

Journal of Interprofessional Care

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Section: Defining Concepts Of Professionals Who Are Working Togethermentioning

confidence: 99%

Inter-agency work in Open Dialogue: the significance of listening and authenticity

Holmesland

Seikkula

Hopfenbeck

2014

Journal of Interprofessional Care

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“…As they interviewed people associated with ECAH, the external reviewers repeatedly heard about these learning opportunities available during interdisciplinary activities (Kane, Pepler, & Hansebout, 1994). This opportunity for enrichment in professional practice and growth has been cited as a benefit of interdisciplinary practice (Satin, 1994).…”

Section: Explanation Of the Resultsmentioning

confidence: 99%

Describing the Structure and Content of Interdisciplinary Collaboration in an Educational Center on Aging and Health

Blumberg

Deveau

Clark

1997

Educational Gerontology

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Innovative methods for exploring the nature and extent of interdisciplinary collaboration in health and aging are increasingly needed as higher education moves toward fostering more cooperation among formerly isolated health disciplines. This article describes the development of a new practical method for mapping the structural elements and understanding the content of interdisciplinary collaboration in a center designed specifically to support this kind of activity. How to study who collaborates with whom and the settings in which these activities take place are explored. Information is provided to assist others in conducting similar research to document the structural nature of their collaboration. The Educational Centre for Aging and Health (Hamilton, Ontario, Canada) described in this article was very successful in fostering interdisciplinary activities, and the contextual characteristics that promote this success are identified.The need for increased interdisciplinary collaboration in higher education, as evidenced in teaching teamwork skills to students from different backgrounds and in fostering greater interaction among faculty Downloaded by [Gazi University] at 22:46 03 January 2015 610 P. BLUMBERG ET AL in traditionally different disciplines, has gained growing recognition and support. This trend has been fueled by both the emerging field of collaborative learning (e.g., Bruffee, 1987;Whipple, 1987), of which the goal is to foster the development of shared or group learning experiences, and the increasing application of principles of total quality management to higher education (e.g., Cornesky, McCool, Byrnes, & Weber, 1991), supporting the development of educational teams with the shared objective of improving program quality. In the health sciences in particular, the need for training students to work in interdisciplinary teams has attracted growing interest from fields such as gerontology and geriatrics, in which the multifaceted needs of the frail elderly demand the integrated application of several disciplines in assessment and care plan development (Fostering the development of such interdisciplinary courses, curricula, programs, and projects in higher education is very difficult, however, because of the barriers that hinder these initiatives (Clark, Spence, & Sheehan, 1987) and a value system that supports competition and disciplinary defensiveness rather than cooperation and crossdisciplinary efforts (Clark, 1994). When attempts to "swim against the current" of these powerful forces are mounted, such as a major university center or program of which the mission is specifically stated to be one of fostering interdisciplinary initiatives, the effects should be studied and evaluated carefully. Even a simplified evaluative strategy can yield some interesting and important insights, which can be useful in designing similar programs at other institutions.Such an evaluation is the topic and focus of this article. When the Ontario provincial government in 1987 funded the Educational Centre for Aging and...

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“…Thus, a pluridisciplinary or paradisciplinary approach was the answer to working together. Each discipline planned, learned, and practiced alone, and though reports or data could be exchanged, the disciplines had no need to share activities (Satin, 1994).…”

Section: Characteristics Of Interdisciplinary Collaboration In Geriatmentioning

confidence: 99%

Interdisciplinary Collaboration in Gerontology and Geriatrics in Latin America: Conceptual Approaches and Health Care Teams

Gómez

Curcio

2013

Gerontology & Geriatrics Education

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The underlying rationale to support interdisciplinary collaboration in geriatrics and gerontology is based on the complexity of elderly care. The most important characteristic about interdisciplinary health care teams for older people in Latin America is their subjective-basis framework. In other regions, teams are organized according to a theoretical knowledge basis with well-justified priorities, functions, and long-term goals, in Latin America teams are arranged according to subjective interests on solving their problems. Three distinct approaches of interdisciplinary collaboration in gerontology are proposed. The first approach is grounded in the scientific rationalism of European origin. Denominated "logical-rational approach," its core is to identify the significance of knowledge. The second approach is grounded in pragmatism and is more associated with a North American tradition. The core of this approach consists in enhancing the skills and competences of each participant; denominated "logical-instrumental approach." The third approach denominated "logical-subjective approach" has a Latin America origin. Its core consists in taking into account the internal and emotional dimensions of the team. These conceptual frameworks based in geographical contexts will permit establishing the differences and shared characteristics of interdisciplinary collaboration in geriatrics and gerontology to look for operational answers to solve the "complex problems" of older adults.

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A Conceptual Framework for Working Relationships Among Disciplines and the Place of Interdisciplinary Education and Practice:

Cited by 30 publications

References 0 publications

Inter-agency work in Open Dialogue: the significance of listening and authenticity

Inter-agency work in Open Dialogue: the significance of listening and authenticity

Describing the Structure and Content of Interdisciplinary Collaboration in an Educational Center on Aging and Health

Interdisciplinary Collaboration in Gerontology and Geriatrics in Latin America: Conceptual Approaches and Health Care Teams

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