title: Interprofessional team meetings: Opportunities for informal interprofessional learning.
abstract: This study explores the potential for workplace interprofessional learning, specifically the learning that occurs between health professionals as part of their attendance at their regular interprofessional team meetings. While most interprofessional learning research to date has focused on formal structured education programs, this study adds to our understanding of the complexities of the learning processes occurring between health professionals as part of everyday practice. Through observations of team meetings and semi-structured interviews, we found that the interprofessional team meeting provided a practical, time-efficient, and relevant means for interprofessional learning, resulting in perceived benefits to individuals, teams, and patients. The learning process, however, was influenced by members' conceptions of learning, participation within the meeting, and medical presence. This study provides a basis for further research to assist health professionals capitalize on informal learning opportunities within the interprofessional meeting.
authors.affiliation: a Faculty of Health Sciences , The University of Sydney , Lidcombe , Sydney , Australia and.
authors.forename: Gillian
authors.initials: G
authors.lastname: Nisbet
authors.affiliation: b Sydney Medical School, The University of Sydney , St. Leonards , Sydney , Australia.
authors.forename: Stewart
authors.initials: S
authors.lastname: Dunn
authors.affiliation: a Faculty of Health Sciences , The University of Sydney , Lidcombe , Sydney , Australia and.
authors.forename: Michelle
authors.initials: M
authors.lastname: Lincoln
mesh_terms: D006282:Health Personnel / Q000193:education*; D006801:Humans; D033183:Interdisciplinary Communication; D007400:Interprofessional Relations; D007858:Learning; D010348:Patient Care Team / Q000592:standards*; D017132:Workplace
keywords: Collective learning; interprofessional learning; interviews; qualitative method; work-based learning