Ward Helena, Gum Lyn, Attrill Stacie, Bramwell Donald, Lindemann Iris, Lawn Sharon, Sweet Linda
School of Medicine, The University of Adelaide, Adelaide, South Australia, Australia.
School of Medicine, Flinders University, Adelaide, South Australia, Australia.
BMC Med Educ. 2017 Jan 6;17(1):5. doi: 10.1186/s12909-016-0844-5.
Professional socialisation and identity arise from interactions occurring within university-based interprofessional education, and workplace-based interprofessional practice experience. However, it is unclear how closely language and concepts of academic learning situations align with workplace contexts for interprofessional learning. This paper reports on a study that brought together university-based educators responsible for teaching health professional students and health service-based practitioners who supervise students in the field.
Interviews and focus groups with university-based educators and health service-base practitioners were used to explore perceptions of capabilities required for interprofessional practice. The qualitative data were then examined to explore similarities and differences in the language used by these groups.
This analysis identified that there were language differences between the university-based educators and health service based practitioners involved in the project. The former demonstrated a curriculum lens, focusing on educational activities, student support and supervision. Conversely, health service-based practitioners presented a client-centred lens, with a focus on communication, professional disposition, attitude towards clients and co-workers, and authenticity of practice.
Building on these insights, we theorise about the need for students to develop the self in order to be an interprofessional practitioner. The implications for health professional education in both university and workplace settings are explored.
专业社会化和身份认同源于大学跨专业教育以及基于工作场所的跨专业实践经验中发生的互动。然而，尚不清楚学术学习情境中的语言和概念与跨专业学习的工作场所背景的契合程度。本文报告了一项研究，该研究将负责教授健康专业学生的大学教育工作者和在该领域指导学生的基于健康服务的从业者聚集在一起。
通过对大学教育工作者和基于健康服务的从业者进行访谈和焦点小组讨论，来探索对跨专业实践所需能力的看法。然后对定性数据进行分析，以探究这些群体所使用语言的异同。
该分析表明，参与该项目的大学教育工作者和基于健康服务的从业者之间存在语言差异。前者表现出课程视角，关注教育活动、学生支持和监督。相反，基于健康服务的从业者呈现出以客户为中心的视角，关注沟通、专业素养、对客户和同事的态度以及实践的真实性。
基于这些见解，我们对学生为成为跨专业从业者而进行自我发展的必要性进行了理论探讨。并探讨了其对大学和工作场所环境中健康专业教育的启示。
