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

Integration of interprofessional collaboration into healthcare education and training programmes has become a fundamental issue. Its objective is to learn how to collectively build collaborative care practice that addresses the uniqueness of each context and the specific situation of the patient. It...

Full description

Saved in:
Bibliographic Details
Published inJournal of interprofessional care Vol. 29; no. 5; pp. 457 - 463
Main Authors Aiguier, Gregory, Oboeuf, Alexandre, Cobbaut, Jean-Philippe, Vanpee, Dominique
Format Journal Article
LanguageEnglish
Published Informa Healthcare 07.10.2015
Subjects
Cognition
Cooperative Behavior
Humanities and Social Sciences
Humans
Inservice Training
Interprofessional Relations
Leadership
Patient Care Team
Reflex
experiential learning
organisational learning
Activity confrontation methods
pragmatism
interprofessional education
Online AccessGet full text

Cover

More Information
Summary:Integration of interprofessional collaboration into healthcare education and training programmes has become a fundamental issue. Its objective is to learn how to collectively build collaborative care practice that addresses the uniqueness of each context and the specific situation of the patient. It is also about understanding the process of collectively building collaborative care practice in order to be able to apply it in different contexts. This article describes a study that aimed to examine the value of relying on activity confrontation methods to develop training. These methods consist of filming practitioners during an activity and encouraging them to analyse it. It was found that these methods encourage reflexive analysis of the motives for pursuing interprofessional action (identifying constitutive factors) but also a metacognitive approach on the conditions of learning (p < 0.01). In addition to the educational dimensions (methods and leadership positions) and organisational dimensions (frameworks), it was found that the patient's role is essential in developing interprofessional care practice and training (p < 0.01). Given the nature of these findings, this article goes on to suggest that the patient must be considered a "partner" in development and delivery of interprofessional learning and care.
ISSN:1356-1820
1469-9567
DOI:10.3109/13561820.2015.1004162