Department of Global Public Health and Primary Care, University of Bergen, Bergen, Norway.
Centre for the Science of Learning & Technology, University of Bergen, Bergen, Norway.
J Interprof Care. 2021 Nov-Dec;35(6):878-883. doi: 10.1080/13561820.2020.1826414. Epub 2021 Mar 2.
Our aim in this article was to combine the theories of reflexivity and expansive learning theory to elucidate how they may interact in interprofessional health student teams' learning activities in the workplace. According to Margaret Archer reflexivity is "the regular exercise of the mental ability, shared by all normal people, to consider themselves in relation to their (social) context and vice versa." It stems from the individual's inner dialogue. In interprofessional student teams, the participants' inner dialogs may interplay, forming team reflexivity. We have elucidated how individual reflexivity and team reflexivity are related in the workplace. Expansive learning theory focuses on the learning possibilities in the zone of proximal development. Working through contradictions, the team may develop the , which may be something drastically new. We regard team reflexivity as a driving force for elucidating and differentiating complex contradictions, stimulating the development of the . Our study may inspire educators to further develop the pedagogical design of their interprofessional courses. We describe how team reflexivity may be facilitated in the student team activity, among the health-care staff, and in the administrative collaboration between educational institutions and governmental health services.
本文旨在结合反思理论和拓展学习理论，阐明它们如何在跨专业卫生学生团队的工作场所学习活动中相互作用。根据玛格丽特·阿彻的观点，反思是“所有人都具备的一种常规的精神能力，用于思考自身与（社会）环境的关系，反之亦然”。它源于个体的内心对话。在跨专业学生团队中，参与者的内心对话可能会相互作用，形成团队反思。我们已经阐明了个体反思和团队反思在工作场所是如何相互关联的。拓展学习理论侧重于最近发展区的学习可能性。通过解决矛盾，团队可以发展出可能是全新的“潜在发展空间”。我们将团队反思视为阐明和区分复杂矛盾的驱动力，刺激潜在发展空间的发展。我们的研究可能会激励教育工作者进一步发展他们的跨专业课程的教学设计。我们描述了如何在学生团队活动中、医疗保健人员中以及教育机构与政府卫生服务部门之间的行政协作中促进团队反思。
