Learning to Be Interdisciplinary: An Action Research Approach to Boundary Spanning

Autor/inn/en	Munoz, Karen; Jeris, Laurel
Titel	Learning to Be Interdisciplinary: An Action Research Approach to Boundary Spanning
Quelle	In: Health Education Journal, 64 (2005) 1, S.5-12 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0017-8969
DOI	10.1177/001789690506400102
Schlagwörter	Graduate Students; Action Research; Disabilities; Speech Language Pathology; Interdisciplinary Approach; Seminars; College Faculty; Audiology; Rehabilitation Counseling; Observation; Empowerment; Metacognition; Learning Processes; Family Counseling; Cooperation; Trust (Psychology) + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Projektforschung; Handicap; Behinderung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Seminar; Fakultät; Audiologie; Rehabilitation counselling; Rehabilitationsberatung; Beobachtung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning process; Lernprozess; Family counselling; Familienberatung; Co-operation; Kooperation
Abstract	Objective: This study explored challenges and barriers that need to be addressed in a preprofessional educational setting to provide opportunities for boundary spanning that leads to family-centred interdisciplinary service provision. Design: The design employed in this study was participatory action research, an inductive approach. Setting: The study took place during a semester-long, one-credit elective graduate seminar course. Method: The study included five faculty members and eight graduate students from the fields of audiology, speech-language pathology, and rehabilitation counselling. Data gathering techniques used included observation, dialogue, and reflection. Results: Three themes were identified as important in providing an environment conducive to collaboration between professionals and families, namely: (1) the need for acceptance of differing perspectives; (2) empowerment and its contribution to the process of inquiry; and (3) self-awareness in the learning process and the resultant increase in awareness of others. Conclusion: While all participants confirmed the importance of trust, empowerment, low risk, and clear definition of process goals, both faculty and students found it extremely difficult to break out of their familiar routines. Given how difficult it was to surface and test assumptions in this context, these findings provided insight into the challenges interdisciplinary teams will face when they try to work with families as equals in the treatment decision-making process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10