Reimagining health professional socialisation: an interactionist study of interprofessional education

Olson, Rebecca E., Klupp, Nerida and Astell-Burt, Thomas (2015) Reimagining health professional socialisation: an interactionist study of interprofessional education. Health Sociology Review, 25 1: 92-107. doi:10.1080/14461242.2015.1101702


Author Olson, Rebecca E.
Klupp, Nerida
Astell-Burt, Thomas
Title Reimagining health professional socialisation: an interactionist study of interprofessional education
Journal name Health Sociology Review   Check publisher's open access policy
ISSN 1839-3551
1446-1242
Publication date 2015-01-01
Year available 2015
Sub-type Article (original research)
DOI 10.1080/14461242.2015.1101702
Open Access Status Not Open Access
Volume 25
Issue 1
Start page 92
End page 107
Total pages 16
Place of publication Melbourne, VIC Australia
Publisher Routledge
Collection year 2016
Language eng
Abstract The literature on interprofessional education (IPE) in allied health has historically been atheoretical and dominated by interventionist approaches using survey-based methods. Little is known about the social and contextual factors underpinning university-based interprofessional socialisation across allied health degrees. Using Holland et al.’s theory of ‘identities as practice’ and in-depth interview data from 19 students, we analyse first year Australian allied health students’ experiences of university-based IPE. Doing so unlocks a reimagination of IPE as both a top-down and bottom-up process of ongoing professional self-discovery mediated by university contexts and health curricula. This contradicts the preliminary sociological theorisation that has been employed in understanding IPE thus far, depicting professional socialisation as inculcation. Furthermore, findings highlight the importance of student and context characteristics beyond profession to understanding variations in allied health students’ experiences of IPE. These characteristics include friendships, age, distance from campus and curriculum design. Thus, this article demonstrates the merits of shifting the gaze within studies of IPE to incorporate interactionist conceptualisations of the overt and ‘hidden curricula’. It demonstrates the benefits of qualitative analysis to advancing the social and health care change agendas underpinning IPE.
Keyword Interprofessional education
Sociology of health and illness
Qualitative research
Allied health
Identities as practice
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2016 Collection
School of Social Science Publications
 
Versions
Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 0 times in Thomson Reuters Web of Science Article
Scopus Citation Count Cited 0 times in Scopus Article
Google Scholar Search Google Scholar
Created: Tue, 24 Nov 2015, 00:26:16 EST by System User on behalf of School of Social Science