Professional identities and territorial boundaries
Students were learning about their future professions. They were placed in multidisciplinary teams learning about other professionals often before understanding what their own roles would be.
Disciplines have their own culture, which includes a philosophy towards patient care. The differing emphases can create misunderstanding and lack of sympathy by members of one discipline towards members of another discipline. The culture also results in a specific language or jargon which each discipline utilizes for communication. (Oliver Hayes, personal communication, 1 April 1998)
Before understanding the roles of others, it was important to go through a professional socialization process. When students had an initial opportunity to identify with and understand their own discipline, it was easier to set aside turf issues and discuss how each discipline related to teaming and contributed to patient care.
Lessons learned from implementing multidisciplinary health professions educations models in community settings
Harris, D.L; Henry, R.C; Bland, C.J; Starnaman, S.M; Voytek, K.L
Journal of interprofessional care Vol 17, N 1, 2003
p16
The point that the authors are trying to make is that shaping your own identity as member of one profession is very important.
But why not learning this (about our professions) while you are learning about the identities of the other professions.
This might help to fight the prejudices, which at the end of the day are unavoidable anyway.Is it really that bad to learn about others first?
It is when we (know about us and) compare with others that we judge or even when we are looking at them without a proper context that we start to consider our own pre-conceptions.
Maybe if we learn about other first, we dont have any pre-conception and pre-judgements. We have a blank piece of paper.
When we learn about us then after or along learning about others, we can place things in good context, I reckon we can be more objective.
Monday, October 09, 2006
Monday, October 02, 2006
- There are issues of time and place when involving students from multiple professional schools
- There are different calendars, schedules, and philosophies of education
- Differences in fundamental curriculum structure inhibited learning together.
- so it was more difficult, philosophically and logistically, to merge disciplines, programmes, and colleges into one curriculum than was anticipated
- students might have some learning needs in common, but their chronological age, educational years, and maturation are so far apart that it may be difficult for them to learn together. So paying attention to the level of student development can enhance the outcomes of the learning experience (CPHPE Cluster Evalution Team,1997)
Lessons learned from implementing multidisciplinary health professions educations models in community settings
Harris, D.L; Henry, R.C; Bland, C.J; Starnaman, S.M; Voytek, K.L
Journal of interprofessional care Vol 17, N 1, 2003
- There are different calendars, schedules, and philosophies of education
- Differences in fundamental curriculum structure inhibited learning together.
- so it was more difficult, philosophically and logistically, to merge disciplines, programmes, and colleges into one curriculum than was anticipated
- students might have some learning needs in common, but their chronological age, educational years, and maturation are so far apart that it may be difficult for them to learn together. So paying attention to the level of student development can enhance the outcomes of the learning experience (CPHPE Cluster Evalution Team,1997)
Lessons learned from implementing multidisciplinary health professions educations models in community settings
Harris, D.L; Henry, R.C; Bland, C.J; Starnaman, S.M; Voytek, K.L
Journal of interprofessional care Vol 17, N 1, 2003
Shapes & premise
Multidisciplinary education had different shapes and could fall in a continuum from the classroom to clinical experiences and projects in communities.
Let's see, we have now kinds of multidisciplinary education
At one site, community "Grand Rounds" was taught in the community with multidisciplinary faculty and students.
At others, students teams implemented community projects; and students from different disciplines worked together in multidisciplinary teams treating patients in clinics focused on underserved populations.
There are two extremes
Underlying premise= learners would be better trained, value multidisciplinary practice, and pursue careers in primary care
This is the means for greater purpose, which is that patients will be treated better if we get this done!
Lessons learned from implementing multidisciplinary health professions educations models in community settings
Harris, D.L; Henry, R.C; Bland, C.J; Starnaman, S.M; Voytek, K.L
Journal of interprofessional care Vol 17, N 1, 2003
page 10
Let's see, we have now kinds of multidisciplinary education
At one site, community "Grand Rounds" was taught in the community with multidisciplinary faculty and students.
At others, students teams implemented community projects; and students from different disciplines worked together in multidisciplinary teams treating patients in clinics focused on underserved populations.
There are two extremes
Underlying premise= learners would be better trained, value multidisciplinary practice, and pursue careers in primary care
This is the means for greater purpose, which is that patients will be treated better if we get this done!
Lessons learned from implementing multidisciplinary health professions educations models in community settings
Harris, D.L; Henry, R.C; Bland, C.J; Starnaman, S.M; Voytek, K.L
Journal of interprofessional care Vol 17, N 1, 2003
page 10
Sustainability & barriers
...institutions operate in bureocratic ways that do not foster interdisciplinary cooperation-seen as essential to addressing community needs
...institutions were compartmentalized, political, and fragmented
...whatever the desired outcome of multidisciplinary education and community-based initiatives, it is unclear whether the element of teaming is sustained after external funding has ended and, if so, what features contribute to sustainability
-this last point is important if we want to research about the sustainability of CIPEL after the funding is finished (in five years)
-this raises the lack of clarity regarding what can make somethin sustainable
-the previous points are relevant because we have to find out what makes a multidisciplinary initiative to struggle.
Lessons learned from implementing multidisciplinary health professions educations models in community settings
Harris, D.L; Henry, R.C; Bland, C.J; Starnaman, S.M; Voytek, K.L
Journal of interprofessional care Vol 17, N 1, 2003
page 9
...institutions were compartmentalized, political, and fragmented
...whatever the desired outcome of multidisciplinary education and community-based initiatives, it is unclear whether the element of teaming is sustained after external funding has ended and, if so, what features contribute to sustainability
-this last point is important if we want to research about the sustainability of CIPEL after the funding is finished (in five years)
-this raises the lack of clarity regarding what can make somethin sustainable
-the previous points are relevant because we have to find out what makes a multidisciplinary initiative to struggle.
Lessons learned from implementing multidisciplinary health professions educations models in community settings
Harris, D.L; Henry, R.C; Bland, C.J; Starnaman, S.M; Voytek, K.L
Journal of interprofessional care Vol 17, N 1, 2003
page 9
Definition and value
Teaching students from multiple disciplines together is not new!
t-y-p-i-c-a-l This remains me e-portfolios and portfolios as the concept is not new!
Definitions have not been consistent! t-y-p-i-c-a-l
As in e-learning, definitions even the names are not consistens!
Pellegrino's Definition includes:
1)students from more than one health profession taught by faculty from one health profession
2)students in one health profession taught by faculty from more than one profession &
3)students from more than one health profession taught by faculty from more than one profession
Hammick's Definition (1998) used interchangeably, interprofessional, multiprofessional, shared, and collaborative as describing the nature of a group of professional and also the way the practitioners interact in learning and work situations.
For the authors of this article, "Multidisciplinary will be the term used to represent teams of students and faculty from multiple health professions disciplines working and/or learning together".
Little is known about the value of a multidisciplinary component to health professions education or about whether this component is maintained when external funding is gone!!!!
What is the value of this towards health professions? what is the contribution of this interprofessional education-learning
This is clearly an issue of what could happen to initiatives such as CIPEL with regards to funding
Lessons learned from implementing multidisciplinary health professions educations models in community settings
Harris, D.L; Henry, R.C; Bland, C.J; Starnaman, S.M; Voytek, K.L
Journal of interprofessional care Vol 17, N 1, 2003
page 8
t-y-p-i-c-a-l This remains me e-portfolios and portfolios as the concept is not new!
Definitions have not been consistent! t-y-p-i-c-a-l
As in e-learning, definitions even the names are not consistens!
Pellegrino's Definition includes:
1)students from more than one health profession taught by faculty from one health profession
2)students in one health profession taught by faculty from more than one profession &
3)students from more than one health profession taught by faculty from more than one profession
Hammick's Definition (1998) used interchangeably, interprofessional, multiprofessional, shared, and collaborative as describing the nature of a group of professional and also the way the practitioners interact in learning and work situations.
For the authors of this article, "Multidisciplinary will be the term used to represent teams of students and faculty from multiple health professions disciplines working and/or learning together".
Little is known about the value of a multidisciplinary component to health professions education or about whether this component is maintained when external funding is gone!!!!
What is the value of this towards health professions? what is the contribution of this interprofessional education-learning
This is clearly an issue of what could happen to initiatives such as CIPEL with regards to funding
Lessons learned from implementing multidisciplinary health professions educations models in community settings
Harris, D.L; Henry, R.C; Bland, C.J; Starnaman, S.M; Voytek, K.L
Journal of interprofessional care Vol 17, N 1, 2003
page 8
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