Publikasjoner
Hovedinnhold
Bondevik, G.T., Holst, L., Haugland, M., Baerheim, A., Raaheim, A. (2015). Interprofessional Workplace Learning in Primary Care: Students from Different Health Professions Work in Teams in Real-Life Settings. Executive Editors 27(2): 175-82. https://hdl.handle.net/1956/12470.
This article explore ste students reactions to learning in TVEPS, and relate it to the theory of self-determinism.
Lunde, L., Bærheim, A., Johannessen, A., Aase, I., Almendingen, K., Andersen, I. A., Bengtson, R, Brenna, S. J., Hauksdottir, N. & Steinbekk, A. (2021). Evidence of validity for the Norwegian version of the interprofessional collaborative competency attainment survey (ICCAS). Journal of Interprofessional Care, 35/4), 604-611. https://doi.org/10.1080/13561820.2016.1233096.
Lunde et al . validate the interprofessional collaborative competency attainment survey (ICCAS) in Norwegian.
Baerheim, A., Raaheim, A. (2019). Pedagogical aspects of interprofessional workplace learning: a case study. Journal of Interprofessional Care 34(1): 1-7. https://doi.org/10.1080/13561820.2019.1621805.
Baerheim, A., Ness, I.J. (2020). Ricoeur’s triple mimesis and the zone of proximal development in the learning processes of interprofessional student teams. Journal of Pedagogical Sociology and Psychology 2(2): 86-91. http://www.doi.org/10.33902/JPSP.202026394.
Baerheim, A., Ness, I.J. (2021). Reflexivity and expansive learning theory in interprofessional workplace learning. Journal of Interprofessional Care 35(6): 1-6. https://doi.org/10.1080/13561820.2020.1826414.
Baerheim, A., Ness, I.J., Raaheim, A. (2021). Reflexivity in Interprofessional Workplace Learning. International Journal of Social Policy and Education 3 (6): 68-74. https://hdl.handle.net/11250/2789547.
Baerheim, A., Ødegaard, E.E., Ness, I.J. (2022). Team reflexivity and the shared mind in interprofessional learning. Policy Futures in Education 22(2): 157-167. https://doi.org/10.1177/14782103221094.
These articles by Anders Bærheim, Ingunn Johanne Ness, Elin Ødegård Eriksen and Arild Raaheim explores the pedagogical aspects in interprofessional workplace learning, using the Centre for Interprofessional Workplace Learning (TVEPS) in Norway as a lense. Here are a few the key points:
Expansive Learning Theory: The articles emphasize the use of Expansive Learning Theory (ELT) to understand and enhance interprofessional (IP) learning. This theory by Yrjo Engeström and coworkers focuses on learning as a social process that evolves over time and through interaction within the workplace and persons there. ELT is tha\en developed by adding narrativization to the processes it describes.
Reflexivity and team reflexivity: The concept of reflexivity by Archer is explored in relation to learning interprofessional student teams. The concept of team reflexivity and intersubjectivity are indicated to be central learning mechanisms by IP learning