Reflexivity and expansive learning theory in interprofessional workplace learning

ABSTRACT

Our aim in this article was to combine the theories of reflexivity and expansive learning theory to elucidate how they may interact in interprofessional health student teams’ learning activities in the workplace. According to Margaret Archer reflexivity is “the regular exercise of the mental ability, shared by all normal people, to consider themselves in relation to their (social) context and vice versa.” It stems from the individual’s inner dialogue. In interprofessional student teams, the participants’ inner dialogs may interplay, forming team reflexivity. We have elucidated how individual reflexivity and team reflexivity are related in the workplace. Expansive learning theory focuses on the learning possibilities in the zone of proximal development. Working through contradictions, the team may develop the object, which may be something drastically new. We regard team reflexivity as a driving force for elucidating and differentiating complex contradictions, stimulating the development of the object. Our study may inspire educators to further develop the pedagogical design of their interprofessional courses. We describe how team reflexivity may be facilitated in the student team activity, among the health-care staff, and in the administrative collaboration between educational institutions and governmental health services.

KEYWORDS:

• Interprofessional learning
• reflexivity
• expansive learning theory
• health students

Declaration of interest

The authors report no conflicts of interest.

Additional information

Notes on contributors

Anders Baerheim

Anders Baerheim is a professor emeritus in family medicine at the Department of Global Public Health and Primary Care, the University of Bergen, Norway. He founded the Centre of Interprofessional Workplace Learning in Bergen (https://www.uib.no/tveps), and his currently research focus on the learning activities in interprofessional student teams, using social theories as analytical instruments.

Ingunn Johanne Ness

Ingunn Johanne Ness is a Senior Researcher at the Centre for the Science of Learning & Technology (SLATE), Faculty of Psychology, University of Bergen. Ness carries out research on interdisciplinarity, innovation, and creativity in both education and work settings and she has a special interest for dialogic pedagogy. Her research is grounded in a socio-cultural theoretical tradition.