Complexity, collective learning and the education of interprofessional health teams: insights from a university-level course.
This paper describes a collaborative action research project carried out by the author and the instructors of a large university-level interprofessional health team course. The research focused on introducing new complexity science-based ideas about collective learning to the course's pedagogy and curriculum, and tracking resultant changes in both thinking and practice. A number of insights emerged from the research, including a deeper understanding of collective learning in interprofessional contexts, a questioning of the meaning of consensus within teams, and the identification of a special role for trust in interprofessional relationships. One significant practical change in the course curriculum, which related to these insights, is also described.
McMurtry
Angus
A
Faculty of Education, University of Ottawa, 145 Jean-Jacques Lussier, Ottawa, Ontario K1N 6N5, Canada. angus.mcmurtry@uottawa.ca
D000416:Alberta; D003479:Curriculum; D006282:Health Personnel / Q000193:education*; D006302:Health Services Research; D006801:Humans; D033183:Interdisciplinary Communication; D010348:Patient Care Team; D035502:Trust; D014495:Universities