The power of prepositions: Learning with, from and about others in the context of interprofessional education
The power of prepositions: Learning with, from and about others in the context of interprofessional education
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DOI：
10.3109/13561820.2012.715605
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发表时间：
2012-11-01
影响因子：
2.7
通讯作者：
Wood, Victoria Isobel
中科院分区：
文献类型：
--
作者：
Bainbridge, Lesley;Wood, Victoria Isobel
本文是由两部分组成的系列文章中的第一篇。它提出了一项研究，旨在对英国跨专业教育促进中心 (CAIPE) 于 2002 年提出的跨专业教育 (IPE) 的常用定义进行更具体的描述：“当两个或多个专业人士相互学习、相互学习、相互学习，以改善协作和护理质量时。”该研究通过探索 with、from 和 about 的含义，确认并巩固了 IPE 的关键特征。 with、from 和 about 等词被认为是复杂的。描述相互学习的词语包括积极参与、同地办公和同等重视。与了解相关的概念包括了解专业角色和互动之外的人。向他人学习的特点是对他人知识的信任、尊重和信心。尽管“了解他人”被描述为“与他人学习”、“从他人学习”和“关于他人学习”，但对于“与他人学习”或“从他人学习”是否构成该定义的第二部分，存在不同的看法。基于这项工作，本系列的第二篇论文提出了一个拟议的 IPE 分类法，该分类法可能有助于为 IPE 在教育、服务提供和政策方面的新兴应用提供信息。这项研究有助于加深对 IPE 的理解，从而支持能力发展和合理的课程设计、持续的专业发展以及对 IPE 影响的评估以及对健康结果的合作。
This paper is the first of a two-part series. It presents a research study that aimed to provide a more contextual description of the commonly applied definition of interprofessional education (IPE) offered in 2002 by the Centre for the Advancement of Interprofessional Education (CAIPE) in the UK: "when two or more professions learn with, from and about each other to improve collaboration and quality of care." The study confirmed and consolidated key characteristics of IPE by exploring the meaning of with, from and about. The words with, from and about were regarded as complex. Words describing learning with each other included active engagement, co-location and equally valued. Concepts linked to learning about included knowing about people outside their professional role and interaction. Learning from others was characterized by trust, respect and confidence in others' knowledge. Although learning about others was described as the first part of learning with, from and about, there were mixed views on whether learning with or from formed the second part of the definition. Based on this work, the second paper in this series presents a proposed taxonomy for IPE that may serve to inform emerging applications for IPE in the context of education, service delivery and policy. This research contributes to an emerging understanding of IPE that will support competency development and sound curriculum design, continuing professional development and evaluation of the impact of IPE and collaboration on health outcomes.