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Examining Interprofessional Education Through the Lens of Interdisciplinarity: Power, Knowledge and New Ontological Subjects

机译：从跨学科的角度审视跨专业的教育：权力，知识和新的本体论主题

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摘要

Interprofessional education (IPE) - students of different professions learning together, from and about each other - is increasingly common in health professional degrees. Despite its explicit aims of transforming identities, practices and relationships within/across health professions, IPE remains under-theorised sociologically, with most IPE scholarship focussed on evaluating specific interventions. In particular, the significance of a shared knowledge base for shaping professional power and subjectivity in IPE has been overlooked. In this paper we begin to develop a framework for theorising IPE in allied health, by drawing parallels with a cognate area in which there has already been fruitful conceptual development: interdisciplinarity. Specifically, we offer a worked example of how the two areas may be brought into dialogue, by deploying Barry, Born and Weszkalnys’ (2008) conceptualisation of interdisciplinarity as a lens for understanding IPE. Following Barry et al. (2008) we delineate a number of ‘modes’ and ‘logics’ of knowledge-production that emerge both in IPE literature and in our own empirical study of IPE. Our empirical data are drawn from 32 semi-structured interviews with 19 allied health students participating in an IPE curriculum at one Australian university. Findings point to the emergence of interprofessional practitioner identities among students that have the potential to undermine traditional epistemological boundaries and transcend role-based distinctions in future health profession(al)s. We argue that Barry et al.’s ‘logic of ontology’ sheds light on previously unidentified processes of transformation within IPE, and offers a theoretical framework that can explain the importance of a shared pan-professional knowledge base for the reflexive individual construction of new interprofessional ontological subjects.
机译：专业间教育（IPE）–不同专业的学生相互学习，彼此学习–在卫生专业学位中越来越普遍。尽管IPE的明确目标是改变卫生专业内外的身份，实践和关系，但从社会学角度来看，IPE仍然缺乏理论依据，大多数IPE奖学金都专注于评估特定干预措施。特别是，在IPE中塑造专业力量和主观性的共享知识库的重要性已被忽略。在本文中，我们通过与相关领域的平行性（即跨学科性）在相似领域的相似性开始发展，从而为联盟健康中的IPE理论化建立框架。具体来说，我们通过部署Barry，Born和Weszkalnys（2008）的跨学科概念化作为理解IPE的镜头，提供了一个可行的示例，说明了如何将这两个领域进行对话。继巴里等。 （2008），我们描述了IPE文献和我们自己的IPE实证研究中都出现了许多知识生产的“模式”和“逻辑”。我们的经验数据来自对一所澳大利亚大学参与IPE课程的19名相关健康学生进行的32次半结构化访谈。研究结果表明，学生之间会出现跨专业从业者身份，这有可能破坏传统的认识论界限，并在未来的卫生专业中超越基于角色的区分。我们认为，巴里（Barry）等人的“本体论逻辑”阐明了IPE内以前未知的转型过程，并提供了一个理论框架，可以解释共享的泛专业知识库对于新的反身个人建构的重要性。专业间的本体论主题。

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