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

Rebecca E. Olson  Caragh Brosnan 《Minerva》2017,55(3):299-319

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.  相似文献   

You’re doing what? Students’ experiences of advice from a New Zealand university     

Nell Buissink‐Smith  Rachel Spronken‐Smith  Rebecca Walker 《高等教育研究与发展》2010,29(4):357-371

This case study explores student perceptions and experiences of advising at a New Zealand university. It considers the implications arising from the students’ responses and also investigates the influence of students’ demographic characteristics on perceptions of advice. Both first‐ (n = 191) and final‐ (n = 171) year cohorts of students were surveyed to determine why they chose particular courses, what advice they received and how aware they were of various support services. Although students were happy overall with the advice received, many had little or no expectations of the type of advice they should be receiving. The main sources of advice were the University enrolment pack, family and University School’s Liaison Officers. Academic advisers were less well used as a source of advice, even during later years of study. Advisers need to be educated about particular advising issues related to first‐generation students, part‐time students and international students. Many students had a career path in mind so it is important to provide holistic developmental academic advice that includes future career options.  相似文献   

Development in children's comprehension of linguistic register     

Wagner L  Greene-Havas M  Gillespie R 《Child development》2010,81(6):1678-1686

For socially appropriate communication, speakers must command a variety of linguistic styles, or registers, that vary according to social context and social relationships. This study examined preschool children's ability to use a speaker's register choice to infer the identity of their addressee. Four-year-olds could draw correct inferences based on Spanish and formal speech, and had limited success with infant-directed and casual styles. Five-year-olds drew appropriate inferences with all 4 styles; moreover, these children demonstrated strong explicit understanding of register, as measured through response justifications. These results demonstrate that children can use language for social judgments that extend beyond evaluating the speaker, and can interpret social implications of language even when not directly engaged in the particular social interaction.  相似文献   

Student adjustment to higher education: the role of alternative educational pathways in coping with the demands of student life     

Rebecca Shankland  Christophe Genolini  Lionel Riou França  Julien-Daniel Guelfi  Serban Ionescu 《Higher Education》2010,59(3):353-366

The present longitudinal study measured student adjustment to higher education, comparing 50 participants from alternative schools (Steiner, Montessori, New Schools) with 80 students from the traditional school system. We hypothesized that students from alternative schools adapt better, because of greater perceived social support, academic self-efficacy, and task-oriented coping styles. Measures were taken during the last school year (baseline characteristics), and at the beginning of the first and last terms of the first year in higher education. The quality of adjustment was assessed through academic results, and physical and psychological well-being. The following instruments were used: the State-Trait Anxiety Inventory by Spielberger (1983), the 13-items Depression Inventory by Beck et al. (1961), the Coping Inventory for Stressful Situations by Endler and Parker (1990), and semi-directed interviews. Results show that students from alternative schools adjust better to higher education: they report less anxiety and depression symptoms, and show greater life satisfaction and academic achievement.  相似文献   

Enhanced expectancies improve movement efficiency in runners     

Stoate I  Wulf G  Lewthwaite R 《Journal of sports sciences》2012,30(8):815-823

We followed up on recent findings demonstrating that enhancing performers' expectancies can improve their performance. Specifically, we examined whether providing experienced runners with positive feedback regarding their movement efficiency would increase running efficiency. Two groups of experienced runners ran on a treadmill at 75% of their maximum oxygen consumption (VO(2max)) for 10 min. One group (enhanced expectancy) was provided with (fabricated) feedback about the efficiency of their running style every 2 min. A control group was not given feedback. Oxygen consumption decreased in the enhanced expectancy group across measurement times (every 2 min for 10 min), but remained the same in the control group. In addition, performance perceptions changed only in the enhanced expectancy group, indicating a perception of greater ease of running and reduced fatigue when assessed after compared with before running. Finally, positive affect increased from a pre- to a post-test in the enhanced expectancy group, in contrast to the control group. Our findings show that enhanced expectancies can have a positive effect on movement efficiency and running experience. They add to the accumulating evidence for the social-cognitive-affective-motor nature of motor performance.  相似文献   

Differences between peer victimization in cyber and physical settings and associated psychosocial adjustment in early adolescence     

Allison G. Dempsey  Michael L. Sulkowski  Rebecca Nichols  Eric A. Storch 《Psychology in the schools》2009,46(10):962-972

The increasing use of cyberspace as a social networking forum creates a new medium for youth to become victims of peer aggression. This study used factor analysis techniques to confirm whether survey questions about frequency of cyber victimization formed a distinct latent construct from questions about relational and overt victimization information in a large (N = 1,665) sample of middle school students. A secondary goal was to relate experiences of cyber victimization to symptoms of depression and social anxiety. Results indicate that cyber victimization is separate latent factor from overt and relational victimization. Experiences of cyber victimization were weakly associated with symptoms of social anxiety, but not depression. These results signify that cyber victimization deserves future empirical and clinical attention. © 2009 Wiley Periodicals, Inc.  相似文献   

观看人数最多的日全食     

Rebecca Carroll  贾庆文 《海外英语》2009,(9):7-8

[1]2009年7月22日穿越地球上人口最稠密地区的日全食或许会成为观看人数最多的日全食。在日全食进入中国前,印度中部、尼泊尔部分地区、孟加拉国、不丹和缅甸的人们会发现他们的白天变成了漆黑一片。  相似文献   

Animal memory: The contribution of generalization decrement to delayed conditional discrimination retention functions     

Rebecca Rayburn-Reeves  Thomas R. Zentall 《Learning & behavior》2009,37(4):299-304

Delayed conditional discriminations in which a sample indicates which comparison stimulus is correct have typically been used in working memory research with animals. Following acquisition with no (0-sec) delay between the offset of the sample and the onset of the comparison stimuli, delays of variable duration are introduced. The resulting retention functions are taken as a measure of memory. We suggest that, in addition to memory loss due to the delay, the comparison of matching accuracy at the 0-sec training delay with relatively novel test delays may produce a generalization decrement that varies as a function of increasing delay. We tested this hypothesis by training pigeons with a mixed delay procedure from the start and found that the retention functions for these pigeons were significantly shallower than those for a control group trained with 0-sec delays and tested with longer delays, and, although reduced in magnitude, the differences persisted for as many as 15 sessions. We propose that a measure of animals’ working memory can be obtained uninfluenced by a generalization decrement if they have received comparable training with all of the delays that are tested.  相似文献   

What is successful adaptation of lesson study in the US?     

Rebecca R. Perry  Catherine C. Lewis 《Journal of Educational Change》2009,10(4):365-391

This paper features a case study of one US K-8 school district pioneering the use of “lesson study,” a teacher professional development approach adapted from Japan. The case explores events that occurred in the district over more than 4 years (Spring 2000–Fall 2004) as lesson study spread nationally and within the district. We document four categories of changes that occurred in the district’s lesson study approach, and describe some of the early consequences of these changes as well as conditions that enabled the changes to occur. We argue that this case illustrates much of what we would hope to see in a maturing lesson study effort, and conclude that other US sites may need to go through similar changes, organize similar supports, and persist in their learning about lesson study to successfully adapt this model to their local contexts.  相似文献   

Interdisciplinary and transdisciplinary research and practice: Balancing expectations of the ‘old’ academy with the future model of universities as ‘problem solvers’     

Dena Fam  Elizabeth Clarke  Rebecca Freeth  Pim Derwort  Kathleen Klaniecki  Lydia Kater‐Wettstdt  Sadhbh Juarez‐Bourke  Stefan Hilser  Daniela Peukert  Esther Meyer  Andra‐Ioana Horcea‐Milcu 《Higher Education Quarterly》2020,74(1):19-34

Academics are increasingly required to balance the expectations of the ‘old’ academy with a future model of universities as interdisciplinary and transdisciplinary ‘problem solvers’. This paper highlights changing expectations of academics in producing alternative research outcomes in collaborative, practice‐based research. Through a series of workshops with 20 researchers, preferred research outcomes and tensions in achieving these outcomes were identified. The tensions identified are presented as three dichotomies comprising the tension between: (a) ‘I versus We’ ‐ individual versus team expectations & outcomes. (b) Disciplinary outcomes versus inter‐/transdisciplinary outcomes. (c) Learning versus research objectives for the students and academics involved. These tensions reflect the authors' experiences of working in three international sustainability projects, drawing on lessons learned from these projects, with recommendations for universities seeking to implement interdisciplinary and transdisciplinary doctoral and postdoctoral programmes. Recommendations include the need for formal and informal leadership models, strong communication skills, empathy and willingness to learn from each other. A need for more systemic changes within university administration to better reward and value the breadth and depth of collaborative work, while facilitating open learning cultures and practice‐oriented learning opportunities and curricula across faculties was also identified.  相似文献