Inquiry-based learning for interprofessional education

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

This chapter describes the development and evaluation of an interdisci- plinary group-based inquiry-based learning (IBL) project across two professional degree programmes in Scotland - educational psychology and social work. After outlining the policy and practice contexts for interdisciplinary inquiry-based learning, we articulate how IBL can facil- itate professional identity development, mirror key aspects of profes- sional practice such as interprofessional collaboration, and provide deep interdisciplinary learning. It is argued that the process of IBL provides an authentic and complex practice scenario which allows for the articula- tion and development of professional knowledge, values, identities and roles in collaboration with another professional grouping. The process of IBL development is described and we report on the results of a small- scale qualitative evaluation of the short-term outcomes of the IBL approach to teaching and learning. The IBL activity enhanced students’ appreciation of interdisciplinary collaboration and allowed them to practice relevant skills. The views and reflections of students are reported and reinforce the relevance and efficacy of the approach. The chapter concludes with a series of suggestions and advice for the replica- tion of using IBL as a tool to enhance and facilitate interdisciplinary learning.
Original languageEnglish
Title of host publicationInquiry-based learning for the arts, humanities, and social sciences
Subtitle of host publicationa conceptual and practical resource for educators
EditorsPatrick Blessinger, John M Carfora
PublisherEmerald Group Publishing Limited
Pages105-125
Number of pages21
ISBN (Electronic)9781784412364
ISBN (Print)9781784412371
DOIs
Publication statusPublished - 2014

Publication series

NameInnovations in Higher Education Teaching and Learning
PublisherEmerald Publishing
Volume2
ISSN (Electronic)2055-3641

Fingerprint

learning
education
educational psychology
evaluation
grouping
social work
student
scenario
Teaching
knowledge
Values
Group

Cite this

Hannah, E. F. S., Ingram, R., Kerr, C., & Kelly, T. B. (2014). Inquiry-based learning for interprofessional education. In P. Blessinger, & J. M. Carfora (Eds.), Inquiry-based learning for the arts, humanities, and social sciences: a conceptual and practical resource for educators (pp. 105-125). (Innovations in Higher Education Teaching and Learning; Vol. 2). Emerald Group Publishing Limited. https://doi.org/10.1108/S2055-364120140000002016
Hannah, Elizabeth F.S. ; Ingram, Richard ; Kerr, Claire ; Kelly, Timothy B. / Inquiry-based learning for interprofessional education. Inquiry-based learning for the arts, humanities, and social sciences: a conceptual and practical resource for educators. editor / Patrick Blessinger ; John M Carfora. Emerald Group Publishing Limited, 2014. pp. 105-125 (Innovations in Higher Education Teaching and Learning).
@inbook{934f603fb4434e82844293b57004572a,
title = "Inquiry-based learning for interprofessional education",
abstract = "This chapter describes the development and evaluation of an interdisci- plinary group-based inquiry-based learning (IBL) project across two professional degree programmes in Scotland - educational psychology and social work. After outlining the policy and practice contexts for interdisciplinary inquiry-based learning, we articulate how IBL can facil- itate professional identity development, mirror key aspects of profes- sional practice such as interprofessional collaboration, and provide deep interdisciplinary learning. It is argued that the process of IBL provides an authentic and complex practice scenario which allows for the articula- tion and development of professional knowledge, values, identities and roles in collaboration with another professional grouping. The process of IBL development is described and we report on the results of a small- scale qualitative evaluation of the short-term outcomes of the IBL approach to teaching and learning. The IBL activity enhanced students’ appreciation of interdisciplinary collaboration and allowed them to practice relevant skills. The views and reflections of students are reported and reinforce the relevance and efficacy of the approach. The chapter concludes with a series of suggestions and advice for the replica- tion of using IBL as a tool to enhance and facilitate interdisciplinary learning.",
author = "Hannah, {Elizabeth F.S.} and Richard Ingram and Claire Kerr and Kelly, {Timothy B.}",
year = "2014",
doi = "10.1108/S2055-364120140000002016",
language = "English",
isbn = "9781784412371",
series = "Innovations in Higher Education Teaching and Learning",
publisher = "Emerald Group Publishing Limited",
pages = "105--125",
editor = "Patrick Blessinger and Carfora, {John M}",
booktitle = "Inquiry-based learning for the arts, humanities, and social sciences",
address = "United Kingdom",

}

Hannah, EFS, Ingram, R, Kerr, C & Kelly, TB 2014, Inquiry-based learning for interprofessional education. in P Blessinger & JM Carfora (eds), Inquiry-based learning for the arts, humanities, and social sciences: a conceptual and practical resource for educators. Innovations in Higher Education Teaching and Learning, vol. 2, Emerald Group Publishing Limited, pp. 105-125. https://doi.org/10.1108/S2055-364120140000002016

Inquiry-based learning for interprofessional education. / Hannah, Elizabeth F.S.; Ingram, Richard; Kerr, Claire; Kelly, Timothy B.

Inquiry-based learning for the arts, humanities, and social sciences: a conceptual and practical resource for educators. ed. / Patrick Blessinger; John M Carfora. Emerald Group Publishing Limited, 2014. p. 105-125 (Innovations in Higher Education Teaching and Learning; Vol. 2).

Research output: Chapter in Book/Report/Conference proceedingChapter

TY - CHAP

T1 - Inquiry-based learning for interprofessional education

AU - Hannah, Elizabeth F.S.

AU - Ingram, Richard

AU - Kerr, Claire

AU - Kelly, Timothy B.

PY - 2014

Y1 - 2014

N2 - This chapter describes the development and evaluation of an interdisci- plinary group-based inquiry-based learning (IBL) project across two professional degree programmes in Scotland - educational psychology and social work. After outlining the policy and practice contexts for interdisciplinary inquiry-based learning, we articulate how IBL can facil- itate professional identity development, mirror key aspects of profes- sional practice such as interprofessional collaboration, and provide deep interdisciplinary learning. It is argued that the process of IBL provides an authentic and complex practice scenario which allows for the articula- tion and development of professional knowledge, values, identities and roles in collaboration with another professional grouping. The process of IBL development is described and we report on the results of a small- scale qualitative evaluation of the short-term outcomes of the IBL approach to teaching and learning. The IBL activity enhanced students’ appreciation of interdisciplinary collaboration and allowed them to practice relevant skills. The views and reflections of students are reported and reinforce the relevance and efficacy of the approach. The chapter concludes with a series of suggestions and advice for the replica- tion of using IBL as a tool to enhance and facilitate interdisciplinary learning.

AB - This chapter describes the development and evaluation of an interdisci- plinary group-based inquiry-based learning (IBL) project across two professional degree programmes in Scotland - educational psychology and social work. After outlining the policy and practice contexts for interdisciplinary inquiry-based learning, we articulate how IBL can facil- itate professional identity development, mirror key aspects of profes- sional practice such as interprofessional collaboration, and provide deep interdisciplinary learning. It is argued that the process of IBL provides an authentic and complex practice scenario which allows for the articula- tion and development of professional knowledge, values, identities and roles in collaboration with another professional grouping. The process of IBL development is described and we report on the results of a small- scale qualitative evaluation of the short-term outcomes of the IBL approach to teaching and learning. The IBL activity enhanced students’ appreciation of interdisciplinary collaboration and allowed them to practice relevant skills. The views and reflections of students are reported and reinforce the relevance and efficacy of the approach. The chapter concludes with a series of suggestions and advice for the replica- tion of using IBL as a tool to enhance and facilitate interdisciplinary learning.

U2 - 10.1108/S2055-364120140000002016

DO - 10.1108/S2055-364120140000002016

M3 - Chapter

SN - 9781784412371

T3 - Innovations in Higher Education Teaching and Learning

SP - 105

EP - 125

BT - Inquiry-based learning for the arts, humanities, and social sciences

A2 - Blessinger, Patrick

A2 - Carfora, John M

PB - Emerald Group Publishing Limited

ER -

Hannah EFS, Ingram R, Kerr C, Kelly TB. Inquiry-based learning for interprofessional education. In Blessinger P, Carfora JM, editors, Inquiry-based learning for the arts, humanities, and social sciences: a conceptual and practical resource for educators. Emerald Group Publishing Limited. 2014. p. 105-125. (Innovations in Higher Education Teaching and Learning). https://doi.org/10.1108/S2055-364120140000002016