TY - JOUR
T1 - An interaction analysis model to study knowledge construction in interprofessional education
T2 - proof of concept
AU - Floren, Leslie Carstensen
AU - ten Cate, Olle
AU - Irby, David M.
AU - O’Brien, Bridget C.
N1 - Funding Information:
LCF was supported by the United States Veteran?s Administration through the Advanced Fellowship in Health Professions Education Evaluation and Research and a UCSF Innovations Grant supported this research. The authors would like to thank Drs. Rachel Campbell, PharmD, and Jessica Larson, DPT, and, especially, Drs. Laura Byerly, MD, and Michi Yukawa, MD, of the San Francisco Veteran?s Administration Community Living Center who were instrumental in the design and implementation of the interprofessional geriatrics clinical elective. We thank Pat O?Sullivan for her invaluable support and scholarly critiques. We would also like to express our gratitude to our learners and to the residents and staff of the SFVA Community Living Center for making this study possible.
Publisher Copyright:
© 2020 Taylor & Francis Group, LLC.
PY - 2021/9/3
Y1 - 2021/9/3
N2 - A goal of interprofessional clinical learning experiences is to facilitate learning through co-construction of knowledge in support of patient care. Yet, little is known about knowledge construction processes among health professions students working together to care for patients. Understanding knowledge construction processes can guide health professions educators in the design of interventions to support knowledge construction and high-quality learning in clinical placements. In this article, we describe findings from a proof of concept study that explores the feasibility and utility of using Gunawardena’s Interaction Analysis Model (IAM) to evaluate health professions students’ knowledge construction processes in clinical placements. The IAM has been used to study knowledge construction processes in computer-supported collaborative learning environments, but not in interprofessional education. The IAM describes five phases of knowledge construction–sharing/comparing; exploring dissonance; co-constructing meaning; testing; coming to agreement/applying co-constructed knowledge–each representing a progressively higher-level learning process. Application of the IAM to learner dialogue proved labor-intensive but feasible and useful as a research tool to characterize learners’ knowledge construction behaviors. Our findings suggest that the IAM warrants further study and may offer a framework to guide the design of clinical placements and analysis of interprofessional learning behaviors.
AB - A goal of interprofessional clinical learning experiences is to facilitate learning through co-construction of knowledge in support of patient care. Yet, little is known about knowledge construction processes among health professions students working together to care for patients. Understanding knowledge construction processes can guide health professions educators in the design of interventions to support knowledge construction and high-quality learning in clinical placements. In this article, we describe findings from a proof of concept study that explores the feasibility and utility of using Gunawardena’s Interaction Analysis Model (IAM) to evaluate health professions students’ knowledge construction processes in clinical placements. The IAM has been used to study knowledge construction processes in computer-supported collaborative learning environments, but not in interprofessional education. The IAM describes five phases of knowledge construction–sharing/comparing; exploring dissonance; co-constructing meaning; testing; coming to agreement/applying co-constructed knowledge–each representing a progressively higher-level learning process. Application of the IAM to learner dialogue proved labor-intensive but feasible and useful as a research tool to characterize learners’ knowledge construction behaviors. Our findings suggest that the IAM warrants further study and may offer a framework to guide the design of clinical placements and analysis of interprofessional learning behaviors.
KW - Clinical learning environment
KW - health professions education
KW - interaction analysis
KW - interprofessional
KW - knowledge construction
KW - qualitative
UR - http://www.scopus.com/inward/record.url?scp=85089588726&partnerID=8YFLogxK
U2 - 10.1080/13561820.2020.1797653
DO - 10.1080/13561820.2020.1797653
M3 - Article
C2 - 32811214
AN - SCOPUS:85089588726
SN - 1356-1820
VL - 35
SP - 736
EP - 743
JO - Journal of interprofessional care
JF - Journal of interprofessional care
IS - 5
ER -