Conceptual Frameworks for the Study of Interprofessional Learning - Exploring Current Approaches and the novel Construct “Professional Inclusivity”

• In Event: Enhancing Professional Inclusivity in Interprofessional Continuing Education Environments in the Health Professions

Abstract

The body of work on interprofessionalism has largely focused on interprofessional learning, specifically how health professions programs can prepare future clinicians to practice collaboratively. Interprofessional education (IPE), defined as when two or more professional learn with, from and about each other, is a pedagogic approach to interprofessional learning. IPE is viewed by many health professions educators as the primary solution to developing a collaborative workplace.
With the emphasis on competency-based education in recent years, competency frameworks have been created to guide educators in establishing IPE programs. The IPEC competency framework, first established in 2011, has been adopted as the standard for curriculum design and assessment approaches for interprofessional programs in the US. It is also a frequently used lens in educational research to evaluate the effectiveness of IPE initiatives.
In addition to the study of interprofessionalism from a competency perspective, interprofessional identity formation is becoming an increasing focus of IPE research. Professional identity formation is widely recognized as an important component for health professions education. However, research suggests that professional identity may hinder interprofessional practice, due to in-group and out-group preferences and resulting behaviors. Instead, it has been theorized that establishing an interprofessional identity may better align with collaborative practice. (Khalili, 2016)
Professional identity formation requires unique approaches to learning and assessment compared to competency-based education. (Cruess et. al 2016) Interprofessional socialization in a learning environment where students of different professions have “equal status” may contribute to the development of an interprofessional identity. (Khalili, 2016) While assessment tools have been developed related to the construct of interprofessional identity, long-term follow-up and correlation of these assessments to interprofessional practice is generally lacking. Despite these limitations, the topic of socialization in interprofessional learning and practice environments remains an important topic of scholarly interest.
The hallmark of interprofessional education, including interprofessional socialization, has generally focused on the learners themselves with less attention paid to the learning environment and the impact of educators. Furthermore, while evidence abounds that support the notation that learning occurs over time (beyond discrete IPE activities) and the hidden curriculum acts as a powerful driver of learning, insufficient attention has been placed on these factors. (Polansky et. al., 2022)
One opportunity to enhance interprofessional learning is to focus on educators and educational leaders through continuing professional development programs such as graduate degree programs in the health professions. These programs, typically enroll faculty and educational leaders, or aspiring leaders, who ultimately impact countless learners within their own institutions.
Using the example of continuing professional development in the health professions, a recent study was performed to understand the educational practices that exist within interprofessional graduate programs that support interprofessionalism. For this purpose, a novel construct was used, professional inclusivity. Professional inclusivity within education has been defined as “a learning environment where participants from differing health professions are respected, valued, and supported to facilitate interprofessional learning”. (blinded reference) A brief overview of this study including key findings that have both practical and theorical implications will be provided.

Author

• Maura Polansky, University of Illinois at Chicago