Breaking the Ice:

Wiggins, Sally; Dahlgren, Madeleine Abrandt; Ekstedt, Mattias; Chiriac, Eva Hammar; Törnqvist, Tove

doi:10.2307/j.ctvs1g9g4.11

Cited by 2 publications

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“…Already in the initial phases of the first tutorial group session, we could observe how the tutors emphasised different subjects when introducing themselves and the work which the group had ahead of them. The students then followed by imaging the tutors as well as each other when introducing themselves (published in more detail by Wiggins et al, 2020). On closer analysis, we noted how some groups emphasised information about their professional personae during this initial phase of the first tutorial session, while some groups emphasised personal matters to a greater degree during this phase.…”

Section: Summary Of the Resultsmentioning

confidence: 93%

Navigating in a landscape of practices : Healthcare students’ interprofessional collaboration and learning

Törnqvist

2023

Linköping University Medical Dissertations

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Scientific advances, along with better conditions for attaining healthy lifestyles, have had the result that more people live longer. On the flipside of this success, people are also living longer with diseases and are thus in need of more health care than before. This takes up available resources and the health care system must adapt accordingly. One solution that has been put forward for this dilemma is interprofessional collaboration. Resources can be used more efficiently by collaborating across professional boundaries, and we can benefit from each other's competencies in a way that serves both the patient and the system better. However, being able to collaborate with colleagues of different professional backgrounds is not a given. Just because you have a healthcare education does not mean that you automatically know how to collaborate with others. Interprofessional education must therefore be offered to health care students so they can learn to collaborate at an early stage.

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Section: Summary Of the Resultsmentioning

confidence: 93%

Navigating in a landscape of practices : Healthcare students’ interprofessional collaboration and learning

Törnqvist

2023

Linköping University Medical Dissertations

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The effect of group-dynamics, collaboration and tutor style on the perception of profession-based stereotypes: a quasi-experimental pre- post-design on interdisciplinary tutorial groups

2021

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Background Group processes in inter-professional Problem-Based Learning (iPBL) groups have not yet been studied in the health-care educational context. In this paper we present findings on how group-dynamics, collaboration, and tutor style influence the perception of profession-based stereotypes of students collaborating in iPBL groups. Health-care students are trained in iPBL groups to increase their ability to collaborate with other healthcare professionals. Previous research focusing iPBL in healthcare implies that more systematic studies are desired, especially concerning the interaction between group processes and internalized professional stereotypes. The aim of this study is to investigate whether changes in group processes, collaboration, and tutor style, influence the perception of profession-based stereotypes of physician- and nursing-students. Methods The study is a quasi-experimental pre- post-design. The participants included 30 students from five different healthcare professions, mainly medicine and nursing. Other professions were physiotherapy, occupational therapy and speech therapy. The students were divided into four iPBL groups, each consisting of six to nine students and a tutor. Data were collected through systematic observation using four video-recorded tutorials. SPGR (Systematizing the Person Group Relation), a computer-supported method for direct and structured observation of behavior, was used to collect and analyze the data. Results Traditional stereotypical profession-based behaviors were identified in the first observed group meeting. Although the groups followed different paths of development, the group-dynamics changed in all groups over the 6 weeks of collaboration. Two of the groups became more cohesive, one became more fragmented and one became more polarized. Stereotypical behaviors became less frequent in all groups. Our findings indicate that tutor behavior has a strong influence on the development of the group’s dynamics. Conclusion Our findings strongly suggest iPBL is a means of reducing stereotypical behaviors, and may positively increase members’ ability to engage in inter-professional collaboration. Although the pattern of dynamics took different forms in different groups, we argue that iPBL forces students to see the colleague behind his or her profession, thus breaking professional boundaries. The tutor style significantly influenced the iPBL groups’ development. This study contributes to our field by emphasizing the effect of group-processes in increasing mutual understanding across professions.

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Breaking the Ice:

Cited by 2 publications

References 0 publications

Navigating in a landscape of practices : Healthcare students’ interprofessional collaboration and learning

Navigating in a landscape of practices : Healthcare students’ interprofessional collaboration and learning

The effect of group-dynamics, collaboration and tutor style on the perception of profession-based stereotypes: a quasi-experimental pre- post-design on interdisciplinary tutorial groups

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