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Securing intersubjectivity through interprofessional workplace learning experiences.

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Developing shared intuition in healthcare requires targeted training. Curriculum and pedagogic interventions are essential for fostering intersubjectivity in temporary interprofessional teams, especially for uncertain care situations.

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Area of Science:

  • Healthcare Education
  • Interprofessional Collaboration
  • Organizational Psychology

Background:

  • Effective interprofessional work relies on shared understandings (intersubjectivity).
  • Shared intuition is crucial for spontaneous responses in urgent healthcare situations.
  • Everyday collaboration typically builds intersubjectivity, but challenges arise in temporary or partial team settings.

Purpose of the Study:

  • To explore methods for developing intersubjectivity and shared intuition in healthcare.
  • To address the challenges of fostering these capacities in non-routine, intermittent interprofessional work.
  • To identify effective curriculum and pedagogic interventions for enhancing interprofessional collaboration.

Main Methods:

  • The study discusses the necessity of specific curriculum and pedagogic interventions.
  • It emphasizes shaping experiences to build foundational shared understanding.
  • It suggests embedding pedagogic interventions within co-working practices.

Main Results:

  • Targeted interventions are likely required to develop high levels of intersubjectivity.
  • These interventions can shape interprofessional work experiences.
  • Pedagogic strategies are needed to articulate and appraise shared professional positions.

Conclusions:

  • Developing intersubjectivity for temporary interprofessional teams requires deliberate educational strategies.
  • Curriculum and pedagogical interventions are key to fostering shared understanding and intuition.
  • These interventions must be integrated into healthcare practice to be effective.