Abstract
Interprofessional education is a popular term, and becoming a way for health science colleges to differentiate themselves in the market. And yet, truly interprofessional learning and teaching is hard to accomplish, as we are all quite dedicated to our disciplinary constructs, learning approaches, and even language. One interdisciplinary health sciences doctoral program is discussed for its successes and struggles in having a truly interprofessional approach for mid-career occupational therapists, social workers, nurses, speech pathologists, physical therapists, and vision rehabilitation specialists. This approach involves the critical evaluation of theories and philosophical frameworks that inform curriculum, teaching, and structure, and an awareness of the unique qualities that adult learners bring to the task. Innovation in the delivery of course content forces us to examine not only our andragogic framework, but also the methodology of teaching to enhance access and prepare adults for learning and doing in the 21st century.
Highlights
My Experience with Interprofessional EducationThe year I turned 40 I returned to school as a student for the first time in over 15 years
Interprofessional education is a popular term, and becoming a way for health science colleges to differentiate themselves in the market
Pedagogy can still frequently be focused on content delivery and instructor philosophy, andragogy is necessarily more learner-centered
Summary
The year I turned 40 I returned to school as a student for the first time in over 15 years. I had been a practicing social worker and chemical addictions counselor for many years. I had worked on interprofessional teams in hospitals, mental health centers, and military service centers. I had been a teacher, trainer, and even a principle investigator for a large federal grant. I thought I knew most of what it was to be interprofessional in my work, and in my learning. Being a student and alumni of an interdisciplinary doctoral program in health sciences taught me a lot, but one of my first lessons was how little I understood interprofessional education and practice. The journey, which continues, is the work of having my research, my teaching, and my worldview become interprofessional
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