Epistemic work and emotion in interprofessional practice: Lessons for interprofessional education

Area of Science:

• Interprofessional Education
• Sociology of Emotions
• Epistemic Cognition

Background:

• Growing use of theory to conceptualize interprofessional practice and inform education.
• Analysis of interprofessional settings using emerging theories.

Purpose of the Study:

• To analyze knowledge evaluation and emotional climates in radiation oncology case conferences.
• To integrate epistemic cognition and emotional climate as situated phenomena.

Main Methods:

• Analysis of 9 case conferences (3 meetings x 3 groups) using video data transcriptions, ethnographic fieldnotes, and reflexive interviews.
• Examination of knowledge aims, ideals, and evaluation processes.
• Assessment of associated emotional climates.

Main Results:

• Recency, relational, or disciplinary expertise are key values for judging knowledge claims.
• Epistemic styles and emotional climates vary across case conferences.
• Leaders encouraging questions and relaxed climates may invite more diverse epistemic contributions.

Conclusions:

• Brings together epistemic cognition and emotional climate as situated phenomena.
• Provides empirical, conceptual, and potential pedagogical advances for interprofessional settings.
• Highlights the impact of leadership and emotional climate on knowledge sharing.