Activity confrontation methods: A reflexive and metacognitive approach for interprofessional collaboration training.

Autor: Aiguier G; a Catholic Institute of Lille, Ethics Department/Center of Medical Ethics , Lille , France ., Oboeuf A; b Université Paris Descartes, UFR STAPS , Paris , France , and., Cobbaut JP; a Catholic Institute of Lille, Ethics Department/Center of Medical Ethics , Lille , France ., Vanpee D; c UCL, Faculty of Medicine , Bruxelles , Belgium.
Jazyk: angličtina
Zdroj: Journal of interprofessional care [J Interprof Care] 2015; Vol. 29 (5), pp. 457-63. Date of Electronic Publication: 2015 Jan 27.
DOI: 10.3109/13561820.2015.1004162
Abstrakt: Integration of interprofessional collaboration into healthcare education and training programmes has become a fundamental issue. Its objective is to learn how to collectively build collaborative care practice that addresses the uniqueness of each context and the specific situation of the patient. It is also about understanding the process of collectively building collaborative care practice in order to be able to apply it in different contexts. This article describes a study that aimed to examine the value of relying on activity confrontation methods to develop training. These methods consist of filming practitioners during an activity and encouraging them to analyse it. It was found that these methods encourage reflexive analysis of the motives for pursuing interprofessional action (identifying constitutive factors) but also a metacognitive approach on the conditions of learning (p < 0.01). In addition to the educational dimensions (methods and leadership positions) and organisational dimensions (frameworks), it was found that the patient's role is essential in developing interprofessional care practice and training (p < 0.01). Given the nature of these findings, this article goes on to suggest that the patient must be considered a "partner" in development and delivery of interprofessional learning and care.
Databáze: MEDLINE
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