Ⅰ An overview of theories about interprofessional education and work
10.11307/mededjapan.45.3_121
- VernacularTitle:Ⅰ 医療専門職の多職種連携に関する理論について
- Author:
Junji Haruta
;
Hiroshi Nishigori
- Publication Type:Journal Article
- Keywords:
interprofessional education and work;
social capital;
social constructivism;
micro／meso／macro;
adult learning theory
- From:Medical Education
2014;45(3):121-134
- CountryJapan
- Language:Japanese
-
Abstract:
The theoretical framework for interprofessional education is drawn from a number of academic disciplines. To put theory into practice, it is necessary to analyze major theories and use metacognitive frameworks focusing on the micro, meso, and macro levels.
As major theories, social constructivism and social capital were introduced. Social constructivism emphasizes the necessity of interaction with the social environment and proposes that persons play a large role in cognitive development. In social capital, people tend to share a common idea as “the social network has value.”
On the basis of social welfare theory, we have described several theories focusing on the micro, meso, and macro levels. In micro-level analysis, successful application of adult learning theory, or andragogy, is a key mechanism for well-received interprofessional education. In addition, contact theory provides appropriate ways to reduce prejudice between members of a group, and social identity theory provides a concept for explaining intergroup behavior. In meso-level analysis, team learning, the theory of cooperation, activity theory, and Tuckman’s team development model were introduced. In macro-level analysis, we explained that healthcare professionals are socialized in complex systems focusing on organizational learning or practice.
Finally, the literature for interprofessional education focusing on a metacognitive framework was introduced. We expect that, through multifaceted reflection over time, a theoretical framework for multidisciplinary cooperation will be developed.
