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    Facilitating collaborative capabilities for future work: What can be learnt from interprofessional fieldwork in health

    Access Status
    Fulltext not available
    Authors
    Brewer, Margo
    Flavell, Helen
    Date
    2018
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Brewer, M. and Flavell, H. 2018. Facilitating collaborative capabilities for future work: What can be learnt from interprofessional fieldwork in health. International Journal of Work-Integrated Learning. 19 (2): pp. 169-180.
    Source Title
    International Journal of Work-Integrated Learning
    Additional URLs
    https://files.eric.ed.gov/fulltext/EJ1182102.pdf
    ISSN
    2538-1032
    Faculty
    Faculty of Health Sciences
    URI
    http://hdl.handle.net/20.500.11937/69706
    Collection
    • Curtin Research Publications
    Abstract

    There is growing pressure in higher education to develop graduates with the capabilities to work effectively in collaborative, interdisciplinary teams to solve the key issues facing humankind. For many years, health has been pioneering interprofessional education as the means to deliver professionals with capacity to work together to deliver high quality, cost-effective, client-centered care. This paper reports on an explorative case study where interviews were undertaken with ten students from different professions who had experienced interprofessional education at three different community sites. The learning was informed by an adapted version of contact hypothesis for use in interprofessional education combined with adult learning principles. Four interrelated metathemes were identified: space and time, informality and independence, which resulted in a more holistic approach to practice. Results suggest that the contact hypothesis, with consideration of contact variables, has the potential to improve the quality of interdisciplinary group interaction.

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