Embedding interprofessional learning in pre-registration education in health and social care: evidence of cultural lag

The aim of this study is to investigate the emergent concept of cultural lag through analysis and evaluation of academic staff's engagement with an established pre-registration interprofessional learning (IPL) programme. By cultural lag is meant the apparent inability of some practitioners to commit wholeheartedly to the philosophy of IPL notwithstanding the current political and professional context.

The theoretical framework adopted for this study constructs the move from uniprofessional to interprofessional education as a psychosocial transition, a process of psychological adaptation to a different social world, which may be characterized or revealed by specific language and behaviours.

A qualitative survey of faculty academic staff was conducted electronically during the 2005/2006 academic year to determine the level of involvement with the programme and attitudes towards interprofessional learning. The sample comprised all 178 permanent members of academic staff and the final response was 63 (35%). Thematic, content analysis suggests that the whole meaning of the data is that academic staff see IPL as a means of promoting multi-professional working and improved professional relationships, which has the potential to promote more person-centred services and enhance care.

During the analysis, it was noted that there seemed to be some dissonance between the overall approval rating for IPL and the way in which respondents expressed themselves. Some of the language used and reported behaviours are analysed and interpreted as reaction to loss and indicative of the process of psychosocial transition.

It is concluded that there are signs of the phenomenon of cultural lag among the respondents. The study begins to articulate its characteristics and may be helpful in shedding some light on the attitudes and behaviours of staff who are either ambivalent or hostile to interprofessional education. It is suggested that developing and delivering interprofessional education could pose a considerable cultural challenge that cannot be ignored during curriculum development and must be taken account of when planning and managing educational change.