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Relationships of power: implications for interprofessional education
Lindsay Baker1, Eileen Egan-Lee, Maria Athina Tina Martimianakis
1Centre for Faculty Development, Faculty of Medicine University of Toronto, St. Michael's Hospital, Toronto, Ontario, Canada.
Journal of Interprofessional Care
|September 18, 2010
Summary
Interprofessional education (IPE) improves healthcare teamwork, but power dynamics between health and social care professions can reinforce or challenge traditional hierarchies. Understanding these power relations is key to effective IPE initiatives.
Area of Science:
- Healthcare Education
- Sociology of Professions
- Interprofessional Studies
Background:
- Interprofessional education (IPE) is vital for enhancing healthcare provider communication, collaboration, and patient care.
- Existing power imbalances between health and social care professions are an under-explored aspect of IPE.
Purpose of the Study:
- To explore participant perspectives on power relations within a large, multi-site IPE initiative.
- To analyze how professional closure models explain interprofessional power dynamics.
Main Methods:
- Inductive analysis of interviews with 25 professionals from diverse healthcare and social care backgrounds.
- Application of Witz's model of professional closure (1992) to understand perceptions of power.
Main Results:
- Professional views on interprofessional interactions, behaviors, and attitudes significantly influence power dynamics.
- IPE initiatives can either reinforce or actively challenge established hierarchical relationships between professions.
Conclusions:
- Addressing power relations is crucial for the success of interprofessional education initiatives.
- IPE settings provide a platform for negotiating and potentially restructuring traditional interprofessional hierarchies.
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