Pedagogical aspects of interprofessional workplace learning: a case study.

Area of Science:

• Education
• Workplace Learning
• Interprofessional Education

Background:

• Interprofessional workplace learning is crucial for healthcare education.
• Existing learning strategies require theoretical frameworks for analysis.
• The Centre for Interprofessional Workplace Learning, Norway (TVEPS) provides a practical case study.

Purpose of the Study:

• To elucidate pedagogical aspects of interprofessional workplace learning.
• To explore the applicability of Expansive Learning Theory to interprofessional training centers.
• To use Expansive Learning Theory as an analytical tool for workplace learning.

Main Methods:

• Case study of the TVEPS learning strategies.
• Application of Expansive Learning Theory concepts.
• Analysis of team learning processes within the workplace context.

Main Results:

• Expansive Learning Theory is well-suited for analyzing interprofessional workplace learning.
• The theory accommodates both long-term and short-term learning cycles.
• Team learning, rather than individual learning, is central to the process.
• Learning is situated within the physical, interpersonal, administrative, and social-historical context of the workplace.

Conclusions:

• Expansive Learning Theory provides a robust analytical framework for understanding interprofessional team learning.
• The theory highlights the creation of 'objects' (e.g., patient care plans) through resolving contradictions within the zone of proximal development.
• Debriefing and creative interplay with staff further develop these 'objects', leading to potential workplace improvements.