Louder than words: power and conflict in interprofessional education articles, 1954-2013
Context Interprofessional education (IPE) aspires to enable collaborative practice. Current IPE offerings, although rapidly proliferating, lack evidence of efficacy and theoretical grounding. Objectives Our research aimed to explore the historical emergence of the field of IPE and to analyse the pos...
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| Veröffentlicht in: | Medical education 2015-04, Vol.49 (4), p.399-407 |
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| creator | Paradis, Elise Whitehead, Cynthia R |
| description | Context
Interprofessional education (IPE) aspires to enable collaborative practice. Current IPE offerings, although rapidly proliferating, lack evidence of efficacy and theoretical grounding.
Objectives
Our research aimed to explore the historical emergence of the field of IPE and to analyse the positioning of this academic field of inquiry. In particular, we sought to investigate the extent to which power and conflict – elements central to interprofessional care – figure in the IPE literature.
Methods
We used a combination of deductive and inductive automated coding and manual coding to explore the contents of 2191 articles in the IPE literature published between 1954 and 2013. Inductive coding focused on the presence and use of the sociological (rather than statistical) version of power, which refers to hierarchies and asymmetries among the professions. Articles found to be centrally about power were then analysed using content analysis.
Results
Publications on IPE have grown exponentially in the past decade. Deductive coding of identified articles showed an emphasis on students, learning, programmes and practice. Automated inductive coding of titles and s identified 129 articles potentially about power, but manual coding found that only six articles put power and conflict at the centre. Content analysis of these six articles revealed that two provided tentative explorations of power dynamics, one skirted around this issue, and three explicitly theorised and integrated power and conflict.
Conclusions
The lack of attention to power and conflict in the IPE literature suggests that many educators do not foreground these issues. Education programmes are expected to transform individuals into effective collaborators, without heed to structural, organisational and institutional factors. In so doing, current constructions of IPE veil the problems that IPE attempts to solve.
Discuss ideas arising from the article at www.mededuc.com discuss. |
| doi_str_mv | 10.1111/medu.12668 |
| format | Article |
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Interprofessional education (IPE) aspires to enable collaborative practice. Current IPE offerings, although rapidly proliferating, lack evidence of efficacy and theoretical grounding.
Objectives
Our research aimed to explore the historical emergence of the field of IPE and to analyse the positioning of this academic field of inquiry. In particular, we sought to investigate the extent to which power and conflict – elements central to interprofessional care – figure in the IPE literature.
Methods
We used a combination of deductive and inductive automated coding and manual coding to explore the contents of 2191 articles in the IPE literature published between 1954 and 2013. Inductive coding focused on the presence and use of the sociological (rather than statistical) version of power, which refers to hierarchies and asymmetries among the professions. Articles found to be centrally about power were then analysed using content analysis.
Results
Publications on IPE have grown exponentially in the past decade. Deductive coding of identified articles showed an emphasis on students, learning, programmes and practice. Automated inductive coding of titles and s identified 129 articles potentially about power, but manual coding found that only six articles put power and conflict at the centre. Content analysis of these six articles revealed that two provided tentative explorations of power dynamics, one skirted around this issue, and three explicitly theorised and integrated power and conflict.
Conclusions
The lack of attention to power and conflict in the IPE literature suggests that many educators do not foreground these issues. Education programmes are expected to transform individuals into effective collaborators, without heed to structural, organisational and institutional factors. In so doing, current constructions of IPE veil the problems that IPE attempts to solve.
Discuss ideas arising from the article at www.mededuc.com discuss.</description><identifier>ISSN: 0308-0110</identifier><identifier>EISSN: 1365-2923</identifier><identifier>DOI: 10.1111/medu.12668</identifier><identifier>PMID: 25800300</identifier><language>eng</language><publisher>England: Blackwell Publishing Ltd</publisher><subject>Attitude of Health Personnel ; Bibliometrics ; Conflict, Psychological ; Cooperative Behavior ; Group Learning ; History, 20th Century ; History, 21st Century ; Humans ; Interprofessional Relations ; Learning ; Models, Educational ; Power, Psychological</subject><ispartof>Medical education, 2015-04, Vol.49 (4), p.399-407</ispartof><rights>2015 The Authors Medical Education Published by John Wiley & Sons Ltd.</rights><rights>Copyright © 2015 John Wiley & Sons Ltd</rights><rights>2015 The Authors Medical Education Published by John Wiley & Sons Ltd. 2015</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c4868-8fce8e0bd3a9a864b0c82ead3722a472ebdc8a5a62d4b3ec4560bd31a4e70c4e3</citedby><cites>FETCH-LOGICAL-c4868-8fce8e0bd3a9a864b0c82ead3722a472ebdc8a5a62d4b3ec4560bd31a4e70c4e3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://onlinelibrary.wiley.com/doi/pdf/10.1111%2Fmedu.12668$$EPDF$$P50$$Gwiley$$Hfree_for_read</linktopdf><linktohtml>$$Uhttps://onlinelibrary.wiley.com/doi/full/10.1111%2Fmedu.12668$$EHTML$$P50$$Gwiley$$Hfree_for_read</linktohtml><link.rule.ids>230,314,780,784,885,1417,27924,27925,45574,45575</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/25800300$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Paradis, Elise</creatorcontrib><creatorcontrib>Whitehead, Cynthia R</creatorcontrib><title>Louder than words: power and conflict in interprofessional education articles, 1954-2013</title><title>Medical education</title><addtitle>Med Educ</addtitle><description>Context
Interprofessional education (IPE) aspires to enable collaborative practice. Current IPE offerings, although rapidly proliferating, lack evidence of efficacy and theoretical grounding.
Objectives
Our research aimed to explore the historical emergence of the field of IPE and to analyse the positioning of this academic field of inquiry. In particular, we sought to investigate the extent to which power and conflict – elements central to interprofessional care – figure in the IPE literature.
Methods
We used a combination of deductive and inductive automated coding and manual coding to explore the contents of 2191 articles in the IPE literature published between 1954 and 2013. Inductive coding focused on the presence and use of the sociological (rather than statistical) version of power, which refers to hierarchies and asymmetries among the professions. Articles found to be centrally about power were then analysed using content analysis.
Results
Publications on IPE have grown exponentially in the past decade. Deductive coding of identified articles showed an emphasis on students, learning, programmes and practice. Automated inductive coding of titles and s identified 129 articles potentially about power, but manual coding found that only six articles put power and conflict at the centre. Content analysis of these six articles revealed that two provided tentative explorations of power dynamics, one skirted around this issue, and three explicitly theorised and integrated power and conflict.
Conclusions
The lack of attention to power and conflict in the IPE literature suggests that many educators do not foreground these issues. Education programmes are expected to transform individuals into effective collaborators, without heed to structural, organisational and institutional factors. In so doing, current constructions of IPE veil the problems that IPE attempts to solve.
Discuss ideas arising from the article at www.mededuc.com discuss.</description><subject>Attitude of Health Personnel</subject><subject>Bibliometrics</subject><subject>Conflict, Psychological</subject><subject>Cooperative Behavior</subject><subject>Group Learning</subject><subject>History, 20th Century</subject><subject>History, 21st Century</subject><subject>Humans</subject><subject>Interprofessional Relations</subject><subject>Learning</subject><subject>Models, Educational</subject><subject>Power, Psychological</subject><issn>0308-0110</issn><issn>1365-2923</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2015</creationdate><recordtype>article</recordtype><sourceid>24P</sourceid><sourceid>WIN</sourceid><sourceid>EIF</sourceid><recordid>eNp9kU1vEzEQhi0EoqFw4QeglbggxBZ_2-kBCdJSkFK4ULXiYs16J9Rlsw72LqH_HqdpI-CANZKtmWdej-Yl5CmjB6yc10tsxwPGtbb3yIQJrWo-5eI-mVBBbU0Zo3vkUc5XlFKjpH1I9riytBTphFzM49hiqoZL6Kt1TG0-rFZxXTLQt5WP_aILfqhCX2LAtEpxgTmH2ENXlW89DOVdQRqC7zC_qthUyZpTJh6TBwvoMj65vffJ2fvjL7MP9fzzycfZ23ntpdW2tguPFmnTCpiC1bKh3nKEVhjOQRqOTestKNC8lY1AL5XewAwkGuolin3yZqu7GpuyCI_9kKBzqxSWkK5dhOD-rvTh0n2LP52UVFElisCLW4EUf4yYB7cM2WPXQY9xzI5prQ0XxpqCPv8HvYpjKqu4oaSVXJlpoV5uKZ9izgkXu2EYdRvD3MYwd2NYgZ_9Of4OvXOoAGwLrEOH1_-RcqfHR2d3ovW2J-QBf-16IH132gij3PmnE3ckv56ev-MzdyF-A392sC0</recordid><startdate>201504</startdate><enddate>201504</enddate><creator>Paradis, Elise</creator><creator>Whitehead, Cynthia R</creator><general>Blackwell Publishing Ltd</general><general>Wiley Subscription Services, Inc</general><general>BlackWell Publishing Ltd</general><scope>BSCLL</scope><scope>24P</scope><scope>WIN</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>K9.</scope><scope>7X8</scope><scope>5PM</scope></search><sort><creationdate>201504</creationdate><title>Louder than words: power and conflict in interprofessional education articles, 1954-2013</title><author>Paradis, Elise ; Whitehead, Cynthia R</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c4868-8fce8e0bd3a9a864b0c82ead3722a472ebdc8a5a62d4b3ec4560bd31a4e70c4e3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2015</creationdate><topic>Attitude of Health Personnel</topic><topic>Bibliometrics</topic><topic>Conflict, Psychological</topic><topic>Cooperative Behavior</topic><topic>Group Learning</topic><topic>History, 20th Century</topic><topic>History, 21st Century</topic><topic>Humans</topic><topic>Interprofessional Relations</topic><topic>Learning</topic><topic>Models, Educational</topic><topic>Power, Psychological</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Paradis, Elise</creatorcontrib><creatorcontrib>Whitehead, Cynthia R</creatorcontrib><collection>Istex</collection><collection>Wiley Online Library (Open Access Collection)</collection><collection>Wiley Online Library (Open Access Collection)</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>MEDLINE - Academic</collection><collection>PubMed Central (Full Participant titles)</collection><jtitle>Medical education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Paradis, Elise</au><au>Whitehead, Cynthia R</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Louder than words: power and conflict in interprofessional education articles, 1954-2013</atitle><jtitle>Medical education</jtitle><addtitle>Med Educ</addtitle><date>2015-04</date><risdate>2015</risdate><volume>49</volume><issue>4</issue><spage>399</spage><epage>407</epage><pages>399-407</pages><issn>0308-0110</issn><eissn>1365-2923</eissn><abstract>Context
Interprofessional education (IPE) aspires to enable collaborative practice. Current IPE offerings, although rapidly proliferating, lack evidence of efficacy and theoretical grounding.
Objectives
Our research aimed to explore the historical emergence of the field of IPE and to analyse the positioning of this academic field of inquiry. In particular, we sought to investigate the extent to which power and conflict – elements central to interprofessional care – figure in the IPE literature.
Methods
We used a combination of deductive and inductive automated coding and manual coding to explore the contents of 2191 articles in the IPE literature published between 1954 and 2013. Inductive coding focused on the presence and use of the sociological (rather than statistical) version of power, which refers to hierarchies and asymmetries among the professions. Articles found to be centrally about power were then analysed using content analysis.
Results
Publications on IPE have grown exponentially in the past decade. Deductive coding of identified articles showed an emphasis on students, learning, programmes and practice. Automated inductive coding of titles and s identified 129 articles potentially about power, but manual coding found that only six articles put power and conflict at the centre. Content analysis of these six articles revealed that two provided tentative explorations of power dynamics, one skirted around this issue, and three explicitly theorised and integrated power and conflict.
Conclusions
The lack of attention to power and conflict in the IPE literature suggests that many educators do not foreground these issues. Education programmes are expected to transform individuals into effective collaborators, without heed to structural, organisational and institutional factors. In so doing, current constructions of IPE veil the problems that IPE attempts to solve.
Discuss ideas arising from the article at www.mededuc.com discuss.</abstract><cop>England</cop><pub>Blackwell Publishing Ltd</pub><pmid>25800300</pmid><doi>10.1111/medu.12668</doi><tpages>9</tpages><oa>free_for_read</oa></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0308-0110 |
| ispartof | Medical education, 2015-04, Vol.49 (4), p.399-407 |
| issn | 0308-0110 1365-2923 |
| language | eng |
| recordid | cdi_pubmedcentral_primary_oai_pubmedcentral_nih_gov_4405053 |
| source | MEDLINE; Wiley Journals; EBSCOhost Education Source |
| subjects | Attitude of Health Personnel Bibliometrics Conflict, Psychological Cooperative Behavior Group Learning History, 20th Century History, 21st Century Humans Interprofessional Relations Learning Models, Educational Power, Psychological |
| title | Louder than words: power and conflict in interprofessional education articles, 1954-2013 |
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