Activity confrontation methods: A reflexive and metacognitive approach for interprofessional collaboration training.

Area of Science:

• Healthcare Education
• Interprofessional Collaboration
• Medical Training

Background:

• Interprofessional collaboration is fundamental in healthcare education and training.
• The goal is to build collaborative care practices tailored to patient needs and context.
• Understanding this process is key for application across diverse settings.

Purpose of the Study:

• To examine the value of activity confrontation methods for interprofessional training.
• To explore how these methods foster reflexive analysis and metacognitive learning.
• To identify key dimensions influencing interprofessional care practice development.

Main Methods:

• Utilized activity confrontation: filming practitioners during activities.
• Facilitated practitioner analysis of recorded activities.
• Analyzed educational, organizational, and patient role dimensions.

Main Results:

• Activity confrontation methods promoted reflexive analysis of interprofessional actions (p < 0.01).
• These methods fostered a metacognitive approach to learning conditions (p < 0.01).
• Patient involvement was found to be essential for interprofessional practice and training (p < 0.01).

Conclusions:

• Activity confrontation is a valuable tool for interprofessional training.
• Patients should be considered active partners in interprofessional learning and care.
• Integrating patient perspectives enhances the development of collaborative healthcare practices.