“The rigorous use of theory to promote the effective development, implementation, and evaluation of Interprofessional Education.”
This source preferred by Sarah Hean
Authors: Hean, S.
Start date: 6 June 2014
Background: Theory in interprofessional education and clinical practice (IPECP) is essential and a toolbox of theory exists in the literature with the potential to explain aspects of interprofessional education and collaborative practice. However, the quality with which theory is applied remains limited. Clinicians and educators would benefit from stronger integration of theory into practice. Theorists and researchers would also benefit from learning to apply their theoretical expertise in an interprofessional context, both education and practice.
Objectives: At the completion of this workshop participants will be able to: • Identify real life educational and clinical issues which may be informed by the application of new theoretical knowledge. • Describe theoretical underpinnings of their interprofessional curriculum, research, evaluation, and/or collaborative practice. • Apply skills related to second order reflection, proposition development, theoretical quality and theory validation.
Methods and interactive elements The workshop comprises a mixture of short presentations, small group work and interactive poster presentations offered in 5 phases.
1. An emerging method of theory into practice: Presenters first share an emerging methodology of translating theory into practice, piloted at CABIV (June 2013) and a CIHR funded symposium (April 2014). The method is grounded in narrative as a means of coproduction, Bernstein’s classification system to explore new domains and terrains of knowledge between theorists and practitioners, and key principles used to establish theoretical quality (10mins).
2. The utility ? application of theory: Presenters will then share an introduction to theory and its utility ? application to IPE (5mins).
3. Sharing participant knowledge through narrative: Participants will share their own challenges in IPE by building their own narrative (participant knowledge). The workshop employs small group work, narrative and problem based learning techniques to discuss and identify the interprofessional practice challenges they would like to understand better or resolve using theory as a cognitive tool (20 mins).
4. Sharing theorist knowledge: Presenters share their knowledge of some key theories commonly used in IPE. The workshop combines a theoretical carousel in which theorists briefly share their theoretical knowledge supported by posters around the room illustrating how theory has been used in a range of case studies (10 mins).
5. Coproduction and moving towards second order critical reflection and problem solving: Small group work will engage integrated theorist and practitioner knowledge to co‐produce theory informed approaches to practice problems. Each group has the opportunity to share these outputs with the workshop participants. (30mins) 6. Conclusions: Presenters summarize the discussion, conclude with opportunities to become engaged with the IN-2-Theory Network and present ways forward in the development of theory in IPE (10 mins).
The Target Audiences are:
• Curriculum developers seeking to increase the rigour of their IPE curriculum designs • Educators seeking to increase the rigour with which they deliver IPE • Researchers wishing to increase the theoretical rigour of their evaluations of IPE • Theorists who wish to understand how theory can be effectively applied to practice in such a way that it has real life practical utility