CAIPE, London, UK.
J Interprof Care. 2013 Jan;27(1):4-9. doi: 10.3109/13561820.2012.698328. Epub 2012 Jul 2.
This paper searches for the antecedents of some of many diverse theoretical perspectives being brought to bear to understand interprofessional education (IPE) toward developing a coherent, compatible and inclusive frame of reference. Some of the sources cited are original, "leaving everything to play for" in applying them to IPE. Others apply one or more of those sources to interprofessional learning or the context in which it is delivered. Combining perspectives in this way is helpful insofar as it furthers coherence across disciplinary boundaries, but leaves the serious scholar to trace each back to its roots. Considerations of space preclude a definitive review of the ever-increasing repertoire of theoretical perspectives being introduced into IPE from anthropology education, psychology, sociology and other academic disciplines. This paper focuses on those theories which elucidate the learning process and the learning context.
本文旨在探寻众多不同理论视角的前因，以理解跨专业教育（IPE），从而发展一个连贯、兼容和包容的参考框架。其中一些引用的来源是原始的，将其应用于IPE 具有创新性。其他的则将一个或多个这些来源应用于跨专业学习或其交付的背景。以这种方式结合观点有助于跨越学科界限实现一致性，但也要求严肃的学者追溯每个观点的根源。由于篇幅限制，无法对不断增加的跨专业教育理论视角进行详尽的综述，这些理论视角来自人类学教育、心理学、社会学和其他学术领域。本文侧重于阐明学习过程和学习环境的理论。
