How Do Interprofessional Student Teams Interact in a Primary Care Clinic? A Qualitative Analysis Using Activity Theory

Autor/inn/en	Kent, Fiona; Francis-Cracknell, Alison; McDonald, Rachael; Newton, Jennifer M.; Keating, Jennifer L.; Dodic, Miodrag
Titel	How Do Interprofessional Student Teams Interact in a Primary Care Clinic? A Qualitative Analysis Using Activity Theory
Quelle	In: Advances in Health Sciences Education, 21 (2016) 4, S.749-760 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1382-4996
DOI	10.1007/s10459-015-9663-4
Schlagwörter	Professional Education; Interprofessional Relationship; Primary Health Care; Clinics; Teamwork; Medical Students; Interdisciplinary Approach; Cooperative Learning; Social Theories; Ethnography; Clinical Experience; Chronic Illness; Medicine; Nursing Students; Occupational Therapy; Pharmaceutical Education; Physical Therapy; Semi Structured Interviews; Data Analysis; Learning Activities; Data Collection; Information Seeking; Health Needs; Patients; Computer Literacy; Medical Education; Qualitative Research + Suchen Sie Ihr Suchwort? Berufsausbildung; Gesundheitsvorsorge; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Kooperatives Lernen; Gesellschaftstheorie; Ethnografie; Chronic disease; Chronische Krankheit; Medizin; Beschäftigungstherapie; Physiotherapie; Auswertung; Lernaktivität; Data capture; Datensammlung; Informationserschließung; Patient; Computerkenntnisse; Medizinische Ausbildung; Qualitative Forschung
Abstract	Practice based interprofessional education opportunities are proposed as a mechanism for health professionals to learn teamwork skills and gain an understanding of the roles of others. Primary care is an area of practice that offers a promising option for interprofessional student learning. In this study, we investigated what and how students from differing professions learn together. Our findings inform the design of future interprofessional education initiatives. Using activity theory, we conducted an ethnographic investigation of interprofessional education in primary care. During a 5 months period, we observed 14 clinic sessions involving mixed discipline student teams who interviewed people with chronic disease. Teams were comprised of senior medicine, nursing, occupational therapy, pharmacy and physiotherapy entry level students. Semi-structured interviews were also conducted with seven clinical educators. Data were analysed to ascertain the objectives, tools, rules and division of labour. Two integrated activity systems were identified: (1) student teams gathering information to determine patients' health care needs and (2) patients either as health consumers or student educators. Unwritten rules regarding "shared contribution", "patient as key information source" and "time constraints" were identified. Both the significance of software literacy on team leadership, and a pre-determined structure of enquiry, highlighted the importance of careful consideration of the tools used in interprofessional education, and the way they can influence practice. The systems of practice identified provide evidence of differing priorities and values, and multiple perspectives of how to manage health. The work reinforced the value of the patients' voice in clinical and education processes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01