The process of developing a hybrid interprofessional education initiative for graduate students

IF 2.5 Q1 Social Sciences

Higher Education Pedagogies Pub Date : 2022-10-20 DOI:10.1080/23752696.2022.2137055

Rafael Inoa, Kelly L. Sullivan, Keri Giordano, Kimberly D Wynarczuk

引用次数: 1

Abstract

ABSTRACT The purpose of this qualitative exploratory case study using document analysis was to explain the process of developing an interprofessional education initiative at a public university in the northeastern US. The aim of the initiative was to provide interprofessional education to graduate students. Documents, including a descriptive timeline of the initiative; student discussion posts, reflective journals, and announcements; emails; and a syllabus, were analyzed to determine successes and challenges encountered throughout the initiative. Process theory, as used in project management research, was employed as the conceptual framework of the study. The analysis revealed nine themes for successes and seven themes for challenges. Implications for the future design and implementation of interprofessional education opportunities across masters and doctoral programs relevant to these themes are discussed. Practical implications and suggestions for future research are also provided.

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为研究生开展混合跨专业教育的过程

摘要本研究采用文献分析法进行定性探索性案例研究，旨在解释美国东北部一所公立大学制定跨专业教育计划的过程。该计划旨在为研究生提供跨专业教育。文件，包括倡议的描述性时间表；学生讨论帖、反思日志和公告；电子邮件；并对教学大纲进行了分析，以确定在整个倡议中取得的成功和遇到的挑战。项目管理研究中使用的过程理论被用作研究的概念框架。分析揭示了9个成功主题和7个挑战主题。讨论了与这些主题相关的硕士和博士项目对未来跨专业教育机会的设计和实施的影响。并对今后的研究提出了实际意义和建议。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Higher Education Pedagogies EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

7.70

自引率

4.00%

发文量

审稿时长

13 weeks

期刊介绍： The aim of Higher Education Pedagogies is to identify, promote and publish excellence and innovations in the practice and theory of teaching and learning in and across all disciplines in higher education. The journal will provide an international forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of teaching and learning issues. The journal will prove a valuable resource for individuals in the development and enhancement of their own practice, and for institutions in the promotion of the scholarship of teaching and learning. Higher Education Pedagogies will focus on disciplinary pedagogies and learning experiences; the higher education curriculum, i.e. what is taught and how it is developed and enhanced including both skills and knowledge; the delivery of the higher education curriculum; how it is taught and how students learn, and academic development; the role of teaching and learning in the development of academic careers and its place within the profession. Higher Education Pedagogies welcomes papers which are accessible to both specialist and generalist readers and are theoretically and empirically rigorous. Through advancing knowledge of, and practice in, teaching and learning, Higher Education Pedagogies will prove essential reading for all those who wish to stay informed of state-of-the-art teaching and learning developments in higher education. Higher Education Pedagogies is sponsored by the Higher Education Academy.