Inquiry-based learning for interprofessional education

    Research output: Chapter in Book/Report/Conference proceedingChapter


    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
    Number of pages21
    ISBN (Electronic)9781784412364
    ISBN (Print)9781784412371
    Publication statusPublished - 2014

    Publication series

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


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