Activity confrontation methods: A reflexive and metacognitive approach for interprofessional collaboration training

References

• Aiguier, G. (2014). La visée d’une capacitation éthique des professionnels de santé: des fondements éthiques et pédagogiques aux enjeux de gouvernance réflexive des dispositifs de formation. In M. Beauvais, A. Haudiqu, & P. Miceli (Eds.), Éthique et formation: de la recherche à l’ingénierie (pp. 167–182). Paris: L’Harmattan (coll. « Ingénieries et Formations »)
   Google Scholar
• Argyris, C., & Schön, D. (1978). Organizational learning: A theory of action perspective. London: Addison-Wesley
   Google Scholar
• Ausubel, D.P. (1968). Educational psychology: A cognitive view. New York: Holt, Rinehart and Winston
   Google Scholar
• Barett, G., Greenwood, R., & Ross, K. (2003). Integrating interprofessional education into 10 health and social care programmes. Journal of Interprofessional Care, 17, 293–301
   PubMedGoogle Scholar
• Barr, H., Koppel, I., Reeves, S., Hammick, M., & Freeth, D. (2005). Effective interprofessional education: Argument, assumption and evidence. Oxford: Blackwell Publishing
   Google Scholar
• Béguin, P., & Clot, Y. (2004). Situated action in the development of activity. Activités, 1, 50–63
   Google Scholar
• Borill, C., West, M.A., Dawson, J., Shapiro, D., Rees, A., Richards, A., Garrod, S., et al. (2002). Team working and effectiveness in health care: Findings from the healthcare team effectiveness project. Birmingham: Aston Centre for Health Service Organization Research, University of Aston
   Google Scholar
• Clark, P.G. (2006). What would a theory of interprofessional education look like? Some suggestions for developing a theoretical framework for teamwork training 1. Journal of Interprofessional Care, 20, 577–589
   PubMedGoogle Scholar
• Clark, P.G. (2009). Reflecting on reflection in interprofessional education: Implications for theory and practice. Journal of Interprofessional Care, 23, 213–223
   PubMed Web of Science ®Google Scholar
• Clarke, A.E., & Friese, C. (2007). Grounded theorizing using situational analysis. In A. Bryant & K. Charmaz (Éds.), The SAGE handbook of grounded theory (pp. 363–398). London: Sage
   Google Scholar
• Clot, Y. (2008). Travail et pouvoir d’agir. Paris: PUF
   Google Scholar
• Cobbaut, J.-Ph., Sion, S., Deparis, P., Ponchaux, D., Prestini, M., Pelissier, M.-F., Lefebvre, M., et al. (2006). Une expérience de formation à la prise en charge interdisciplinaire et interprofessionnelle des personnes âgées à l’hôpital. Gérontologie et Société, 118, 101–115
   Google Scholar
• Coyler, H., Helme, M., & Jones, I. (2006). The theory-practice relationship in interprofessional education. London: Higher Education Academy Health Science and Practice
   Google Scholar
• D’Amour, D., Ferrada-Videla, M., San Martin Rodriguez, L., & Beaulieu, M.D. (2005). The conceptual basis for interprofessional collaboration: Core concepts and theoretical frameworks. Journal of Interprofessional Care, Supplement, 19, 116–131
   PubMedGoogle Scholar
• D’Amour, D., & Oandasan, I. (2005). Interprofessionality as the field of interprofessional practice and interprofessional education: An emerging concept. Journal of Interprofessional Care, Supplement, 19, 8–20
   PubMedGoogle Scholar
• Dewey, J. (1997). Experience and education. New York: Touchstone edition
   Google Scholar
• Dewey, J. (2008). Logic: The theory of inquiry. New York: Saerchinger Press
   Google Scholar
• Dumez, V. (2013). La perspective du “patient partenaire”: une nécessité pour le futur en éducation des sciences de la santé. In F. Parent & J. Jouquan (Eds.), Penser la formation des professionnels de la santé: une perspective intégrative (Posface) (pp. 363–366). Paris: De Boeck
   Google Scholar
• Egan, T., & Jaye, C. (2009). Communities of clinical practice: The social organization of clinical learning. Health, 13, 107–125
   PubMed Web of Science ®Google Scholar
• Elkjaer, B. (2009). Pragmatism: A learning theory for the future. In K. Illeris (Ed.), Contemporaries theories of learning (pp. 74–89). New York: Routledge
   Google Scholar
• Flavell, J.H. (1976). Metacognitive aspects of problem solving. In L.B. Resnick (Ed.), The nature of intelligence. Hillsdale, NH: Erlbaum
   Google Scholar
• Gum, L.F., Lloyd, A., Lawn, S., Richards, J.N., Lindemann, I., Sweet, L., Ward, H., et al. (2013). Developing an interprofessional capability framework for teaching healthcare students in a primary healthcare setting. Journal of Interprofessional Care, 27, 454–460
   PubMed Web of Science ®Google Scholar
• Hallin, K, Henriksson, P., Dalén, N., & Kiessling, A. (2011). Effects of interprofessional education on patient perceived quality of care. Medical Teacher, 33, e22–e26
   PubMed Web of Science ®Google Scholar
• Hean, S., Craddock, D., Hammick, M., & Hammick, M. (2012). Theoretical insights into interprofessional education: AMEE Guide No. 62. Medical Teacher, 34, 78–101
   PubMed Web of Science ®Google Scholar
• Hutchings, M., Scammell, J., & Quinney, A. (2013). Praxis and reflexivity for interprofessional education: Towards an inclusive theoretical framework for learning. Journal of Interprofessional Care, 27, 358–366
   PubMed Web of Science ®Google Scholar
• Keller, R. (2013). Du singulier au sens large: intégrer analyse de discours et théorisation ancrée. Recherches Qualitatives, Hors Série, 15, 416–434
   Google Scholar
• King, S., Drummond, J., Hughes, E., Bookhalter, S., Huffman, D., & Ansell, D. (2013). An inter-institutional collaboration: Transforming education through interprofessional simulations. Journal of Interprofessional Care, 27, 429–431
   PubMed Web of Science ®Google Scholar
• Kuipers, P., Ehrlich, C., & Brownie, S. (2014). Responding to health care complexity: Suggestions for integrated and interprofessional workplace learning. Journal of interprofessional Care, 28, 246–248
   PubMed Web of Science ®Google Scholar
• Mollo, V. (2004). Usage des ressources, adaptation des savoirs et gestion de l’autonomie dans la décision thérapeutique (PhD thesis in Ergonomics, CNAM, Paris, France)
   Google Scholar
• Mollo, V., & Falzon, P. (2004). Auto and allo-confrontation as tools for reflective activities. Applied Ergonomics, 35, 531–540
   PubMed Web of Science ®Google Scholar
• Moussay, S., & Flavier, E. (2014). L’entretien d’autoconfrontation: la prise en compte du point de vue de l’élève pour développer l’activité en classe. Canadian Journal of Education/Revue canadienne de l’éducation, 37, 97–119
   Google Scholar
• Ndoro, S. (2014). Effective multidisciplinary working: The key to high-quality care. British Journal of Nursing, 23, 724–727
   PubMedGoogle Scholar
• Oandasan, I., & Reeves, S. (2005). Key elements for interprofessional education. Part 2: Factors, processes and outcomes. Journal of Interprofessional Care. Supplement, 19, 39–48
   PubMedGoogle Scholar
• Reeves, S., Lewin, S., Espin, S., & Zwarenstein, M. (2010). Interprofessional teamwork for health and social care (p.208). Oxford: Wiley-Blackwell
   Google Scholar
• Reeves, S., Perrier, L., Goldman, J., Freeth, D., & Zwarenstein, M. (2013). Interprofessional education: Effects on professional practice and health care outcomes. The Cochrane Database of Systemic Reviews, 3, CD002213
   PubMed Web of Science ®Google Scholar
• Wackerhausen, S. (2009). Collaboration, professional identity and reflection across boundaries. Journal of Interprofessional Care, 23, 455–473
   PubMed Web of Science ®Google Scholar
• Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press
   Google Scholar
• WHO. (2010). Framework for action on interprofessional education and collaborative practice. (WHO/NRH/HPN/10.3). Retrieved from: http://www.who.int/hrh/nursing_midwifery/en/
   Google Scholar
• Wilhelmsson, M., Pelling, S., Uhlin, L., Owe Dahlgren, L., Faresjö, T., & Forslund, K. (2012). How to think about interprofessional competence: A metacognitive model. Journal of Interprofessional Care, 26, 85–91
   PubMed Web of Science ®Google Scholar
• Yvon, F., & Garon, R. (2006). Une forme d’analyse du travail pour développer et connaître le travail enseignant: l’autoconfrontation croisée. Recherches Qualitatives, 26, 51–80
   Google Scholar