Ideas on how educators facilitate interprofessional learning through controversies
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| Titel: | Ideas on how educators facilitate interprofessional learning through controversies |
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| Autoren: | Viking, Tuija, Hylin, Uffe |
| Quelle: | International Journal of Lifelong Education. 43(6):651-663 |
| Schlagwörter: | education, controversy, interprofessional learning, Arbetsintegrerat lärande, Work-Integrated Learning |
| Beschreibung: | Constructive controversies, where team members discuss their differentopinions openly and politely, can stimulate interprofessional learning(IPL): the learning that occurs in the interactions between two or moredifferent professions. However, in science-based controversies where members compete to be the expert learning becomes complicated. This paper constructs a model for a procedure of a science-based controversyand describes the conditions for IPL in such a setting. The basis for the model is an empirical study. Firstly, we describe how constructive controversies are conceptualised in the literature. We include literature on dialogic teaching and learning. Secondly, we describe how science-basedcontroversies are conceptualised. Thirdly, we present the empirical study. Fourthly, we construct the model which focuses on mental health careprofessionals but is also applicable to other professionals. The findingssuggest a model with three contextual factors which are connected to theuse of power strategies and learning strategies. The model gives ideas foreducators on why and how to use science-based controversies to facilitateIPL in teamwork. Indirectly a theory is introduced of how to strengthen IPL through controversies. The model is relevant in teaching how controversies which often concern what is best for the users/patients can be handled constructively. |
| Dateibeschreibung: | electronic |
| Zugangs-URL: | https://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-22873 https://doi.org/10.1080/02601370.2024.2384612 |
| Datenbank: | SwePub |
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Nájsť tento článok vo Web of Science | Abstract: | Constructive controversies, where team members discuss their differentopinions openly and politely, can stimulate interprofessional learning(IPL): the learning that occurs in the interactions between two or moredifferent professions. However, in science-based controversies where members compete to be the expert learning becomes complicated. This paper constructs a model for a procedure of a science-based controversyand describes the conditions for IPL in such a setting. The basis for the model is an empirical study. Firstly, we describe how constructive controversies are conceptualised in the literature. We include literature on dialogic teaching and learning. Secondly, we describe how science-basedcontroversies are conceptualised. Thirdly, we present the empirical study. Fourthly, we construct the model which focuses on mental health careprofessionals but is also applicable to other professionals. The findingssuggest a model with three contextual factors which are connected to theuse of power strategies and learning strategies. The model gives ideas foreducators on why and how to use science-based controversies to facilitateIPL in teamwork. Indirectly a theory is introduced of how to strengthen IPL through controversies. The model is relevant in teaching how controversies which often concern what is best for the users/patients can be handled constructively. |
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| ISSN: | 02601370 1464519X |
| DOI: | 10.1080/02601370.2024.2384612 |