Insights and Tools from the Social Sciences to Support Future Research in Interprofessional Learning

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

Abstract

The social sciences, most notable sociology, bring important perspectives, theories, and frameworks to the study of complex social problems, such as how individuals from different professions can learn together and practice together. (Chesters et al., 2011; Barr 2013)
While theories such as contact theory support the notation that togetherness is essential to interprofessional learning and practice, extensive research has shown that issues such as professional biases and stereotypes, and professional hierarchies and power differentials create strong impediments among diverse groups of individuals. Furthermore, organizational policies and systems may create structural conditions that pose insurmountable challenges for successful interprofessional efforts. Applying appropriate theories and frameworks will help educators better understand the barriers and challenges that deter “professional inclusivity” and work towards intentionally working towards it. (Blinded reference)
Efforts to enhance interprofessional learning and practice must not only identify these issues but must also propose successful approaches to directly address these drivers, including through continuing professional development programs that involve educational and clinical leaders. Similar to the value added and benefits associated with interprofessional clinical practice, there can be great value in forming interdisciplinary and interprofessional research teams including clinicians from various health professions, educators, and social scientists, to efficiently and accurately identify barriers and explore solutions to promote professional inclusivity.
We will also explore how other conceptual frameworks, particularly those from the social sciences, may provide valuable perspectives to examine interprofessional learning environments, and how and when these frameworks should be considered.
This symposium emphasizes the necessity of intentional program design in fostering inclusivity and a sense of belonging. We suggest that through proper implementation, continuing education programs can not only enhance the professional development of individuals within the health professions, but also serve as a model for other disciplines seeking to create welcoming and effective learning environments.
Following these presentations, a discussion between presenters and attendees will be used to address questions and explore ideas for practices in establishing and studying interprofessional learning environments and related research. Participants will be invited to share their experiences from various educational and professional contexts, fostering a collaborative dialogue on improving interprofessional research and practice.

Author

• Nicole Perez, University of Illinois at Chicago