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Implementing interprofessional learning curriculum: how problems might also be answers
1Faculty of Health and Medical Sciences, The University of Adelaide, Adelaide, Australia. maree.okeefe@adelaide.edu.au.
BMC Medical Education
|June 10, 2018
Summary
Embedding interprofessional learning (IPL) in healthcare curricula faces challenges. Activity theory and the expansive learning cycle (ELC) can reframe these tensions as opportunities for innovation and effective change.
Area of Science:
- Health Professions Education
- Interprofessional Healthcare Education
Background:
- Interprofessional learning (IPL) is crucial for healthcare professions but difficult to integrate into core curricula.
- Educators and clinical supervisors face significant challenges in implementing IPL.
Purpose of the Study:
- Identify tensions in implementing IPL curriculum for educators and supervisors.
- Analyze these tensions using activity theory and the expansive learning cycle (ELC).
Main Methods:
- Conducted semi-structured interviews with 12 faculty staff and 10 health practitioners.
- Performed thematic analysis to characterize activity systems and contradictions.
- Mapped findings to the expansive learning cycle (ELC).
Main Results:
- Identified five contradiction clusters: definition ambiguity, optimal timing/content, leadership issues, high expectations, and cultural resistance.
- These contradictions, while challenging, had not yet spurred novel thinking or new solution development within the ELC framework.
Conclusions:
- Activity theory and ELC can reframe challenges as opportunities for change in interprofessional learning.
- Addressing underlying fears and assumptions can help resolve intractable problems.
- Generating sufficient tension can trigger the expansive learning cycle for effective change.
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