Praxis and reflexivity for interprofessional education: towards an inclusive theoretical framework for learning

Area of Science:

• Education
• Social Sciences
• Healthcare

Background:

• Current learning theories in interprofessional education (IPE) focus on individual psycho-social aspects, neglecting social-structural factors.
• Socially situated practice in IPE is criticized for being context-specific, limiting generalizable conclusions.
• A gap exists in integrating individual and structural perspectives for a comprehensive understanding of IPE.

Purpose of the Study:

• To propose a meta-theoretical framework integrating social-constructivist and situated learning theories in IPE.
• To bridge individual and structural factors influencing interprofessional learning.
• To develop a model for understanding the complexity of interprofessional education through praxis and reflexivity.

Main Methods:

• Building on Dewey's experiential learning and Archer's critical realist social theory.
• Grounded in an interprofessional curriculum initiative using a virtual community of health and social care users.
• Analysis of student perceptions through quantitative and qualitative data.

Main Results:

• Identified three major disruptive themes in student perceptions within the virtual community.
• Revealed opportunities for congruence and disjuncture in interprofessional learning.
• Generated a model of 'zones of interlinked praxis' related to professional identity, pedagogy, and technology.

Conclusions:

• The proposed meta-theoretical framework effectively integrates diverse learning theories for IPE.
• The model provides a nuanced understanding of interprofessional learning complexities.
• The study offers bridges between individual and structural factors, enhancing engagement in communities of practice for IPE.