Reflexivity in Interprofessional Workplace Learning
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Original versionInternational Journal of Social Policy and Education. 2021, 3 (6), 68-74.
Despite a vast literature oninterprofessional teamwork, it is still unclear how learning in interprofessional student teams proceed at the workplace. We aim to elucidate reflexivity conceptually in interprofessional workplace learning and describe some possibilities for how reflexivity may drive learning in interprofessional teams. We define reflexivity as the regular exercise of the mental ability shared by all normal people, to consider themselves in relation to their (social) contexts and vice versa. We elaborate reflexivity conceptually through existing theoriesand seekto construct new aspects of the concept for increased meaning and understanding of the role of reflexivity in interprofessional team learning. We describe how different modes of individuals may interplay, driving the teamwork and the tasks further. The different modes of reflexivity resulting from our analysis may be usefulfor elucidatinghow interprofessional learning proceed in a course, and thereby our results be of use for course organizers.