Is interprofessionality a threshold concept for education and health care practice?

Area of Science:

• Allied Health Education
• Healthcare Professional Development
• Interprofessional Practice

Background:

• Interprofessional education and practice (IPEP) have gained prominence in allied health over the last decade.
• Despite wide acceptance, IPEP faces challenges, including inconsistent application and a lack of deep understanding.
• The complexity of interprofessionality necessitates new pedagogical approaches.

Purpose of the Study:

• To present interprofessionality as a threshold concept within the context of allied health education and practice.
• To explore the implications of conceptualizing interprofessionality as a threshold concept for educators and practitioners.
• To provide a framework for understanding the transformative potential of interprofessionality.

Main Methods:

• Conceptual analysis of interprofessionality within educational theory.
• Application of threshold concept framework to interprofessional education and practice.
• Synthesis of existing literature and expert perspectives on interprofessionality.

Main Results:

• Interprofessionality functions as a threshold concept, offering a new lens for understanding collaborative healthcare.
• Recognizing interprofessionality as a threshold concept can facilitate deeper learning and more authentic practice.
• This perspective addresses the gap between purported and actual interprofessional behavior.

Conclusions:

• Viewing interprofessionality as a threshold concept is essential for advancing effective interprofessional education and practice.
• Educators and practitioners should consider the characteristics of threshold concepts to foster genuine interprofessionalism.
• Further research is warranted to explore the pedagogical applications of this framework in allied health settings.