Journal of Continuing Education in the Health Professions



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CURRENT ISSUE BACK ISSUES SUBSCRIBE ADVERTISE ABOUT JCEHP FOR AUTHORS JCEHP AWARD SEARCH (Members only) FULL-TEXT		Volume 29 (3) Volume 29, Issue 3, Summer 2009 J Contin Educ Health Prof 2009; 29(3):178 FOUNDATIONS OF CONTINUING EDUCATION Theories to aid understanding and implementation of interprofessional education Sargeant J A b s t r a c t Multiple events are calling for greater interprofessional collaboration and communication, including initiatives aimed at enhancing patient safety and preventing medical errors. Education is 1 way to increase collaboration and communication, and is an explicit goal of interprofessional education (IPE). Yet health professionals to date are largely educated in isolation. IPE differs from most traditional continuing education in that knowledge is largely socially created through interactions with others and involves unique collaborative skills and attitudes. It requires thinking differently about what constitutes teaching and learning. The article draws upon a small number of social and learning theories to explain the rationale for IPE needing a new way of thinking, and proposes approaches to guide development and implementation of IP continuing education. Social psychology and complexity theory explain the influence of the dynamism and interaction of internal (cognitive) and external (environmental) factors upon learning and set the stage for IPE. Theories related to professionalism and stereotyping, communities of practice, reflective learning, and transformative learning appear central to IPE and guide specific educational interventions. In sum, IPE requires CE to adopt new content, recognize new knowledge, and use new approaches for learning; we are now in a different place. Lessons For Practice TIPE is learning about how to work together and the roles of others; it is a new curriculum for CE. Social theories of learning demonstrate that the IPE curriculum is best learned through interaction and collaborative knowledge creation. Social theories also show that IPE content needs to address barriers posed by stereotypes, social identity, and professional socialization. Reflection upon learning and practice is integral to IPE. Continuing IPE is transformative learning, not just an extension of what is now taught and learned. he term faculty development should be expanded to include the professional development activities related to faculty’s role on a health care team.
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