An interaction analysis model to study knowledge construction in interprofessional education: proof of concept

Leslie Carstensen Floren*, Olle ten Cate, David M. Irby, Bridget C. O’Brien

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

1 Citation (Scopus)

Abstract

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.

Original languageEnglish
Pages (from-to)736-743
Number of pages8
JournalJournal of interprofessional care
Volume35
Issue number5
DOIs
Publication statusPublished - 3 Sept 2021

Keywords

  • Clinical learning environment
  • health professions education
  • interaction analysis
  • interprofessional
  • knowledge construction
  • qualitative

Fingerprint

Dive into the research topics of 'An interaction analysis model to study knowledge construction in interprofessional education: proof of concept'. Together they form a unique fingerprint.

Cite this