An interaction analysis model to study knowledge construction in interprofessional education: proof of concept. Issue 5 (3rd September 2021)

• Record Type: Journal Article
• Authors: Floren, Leslie Carstensen; ten Cate, Olle; Irby, David M.; O'Brien, Bridget C.
• Is Part Of: Journal of interprofessional care. Volume 35:Issue 5(2021)
• Page Start: 736
• Page End: 743
• Publication Date: 2021-09-03
• Subjects: Clinical learning environment -- health professions education -- interaction analysis -- interprofessional -- knowledge construction -- qualitative; Holistic medicine -- Periodicals; Interprofessional relations -- Periodicals; Health care teams -- Periodicals; 361
• DOI: 10.1080/13561820.2020.1797653
• Languages: English
• ISSNs: 1356-1820

Abstract

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.