Abstract
Interdisciplinary professional education (IPE) contributes to the formation of effective collaboration in the field of practice. Education needs to be organised so that health science students can learn with, from, and about each other. This article explores how web-based collaboration contributes to this, by describing how it promotes reflection and professional understanding among health science students. Our data analysis is based on focus group interviews and online student discussions. The findings show that the flexibility of digital network, which represents both collaboration triggered by videos and online communication, is important for the students: they develop their argumentation together in reflective tranquillity. It is important to practise reflection since a choice of actions is an integral part of healthcare work, work which depends upon judgement exercised by the individual healthcare worker. The digital network allows students from different health science programmes to draw on each other’s knowledge and expertise. The findings are relevant for the development of reflection and professional understanding among health science students, as they show how students discuss and seek solutions to complex challenges in the practice.
Highlights
Increased professionalization and increased attention to patients with complex diseases have led to the requirement of different professions being able to collaborate across disciplinary boundaries (Mulvale & Bourgeault, 2007; Svensson, 1996)
Physiotherapy student: (...) Because of the radiologist, the student became increasingly insecure during the conversation; she finds an equal partner, which allows for good teamwork in the communication
This article explores how the digital network promotes professional understanding and reflection among health science students triggered by videos and written online communication
Summary
Increased professionalization and increased attention to patients with complex diseases have led to the requirement of different professions being able to collaborate across disciplinary boundaries (Mulvale & Bourgeault, 2007; Svensson, 1996). Professional competence is based upon science, is acquired through education, and has a practical and clearly defined goal. This requires both theoretical and practical knowledge in the subject. Interprofessional education (IPE) is defined as occasions when two or more professions learn with, from and about each other to improve collaboration and the quality of care (Barr, Koppel, Reeves, Hammick, & Freeth, 2005). IPE can provide effective cooperation with other professions in the practice (Barr et al, 2005). Students who learn to collaborate with other students can provide better service to patients, because they develop the skill to reflect on collaborative processes with other professions (Wilhelmsson, Pelling, Ludvigsson, Dahlgren, Hammar, & Faresjö, 2009). Schön is concerned with the fact that knowledge cannot be separated from social practice
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
