Exploring students’ perspectives on ‘contingent support’ in a broad interprofessional education programme
Bibliographic Data
| ID | 21578073 |
|---|---|
| Authors | Kaja Braathen (0000-0003-4606-0327, University of South-Eastern Norway, corresponding author), Liv Mette Gulbrandsen (OsloMet – Oslo Metropolitan University), Finn Aarsæther (University of South-Eastern Norway) |
| Year | 2025 |
| Volume | 134 |
| Pages | 102813 |
| Publication date | 2025-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Educational Research (JOURNAL) |
| Journal identifiers | ISSN: 0883-0355 • E-ISSN: 1873-538X |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.ijer.2025.102813 |
| OpenAlex | W4414724542 |
| Language | EN |
| References cited | 26 |
The interprofessional education (IPE) and practice field has been in a positive development over the past decades. However, there are still pedagogical challenges to overcome. There is a need for research that can contribute to a better understanding of teaching- and learning processes involved in IPE. This article reports from a study exploring students’ stories of the kind of contingent support they need to support their learning processes in a broad IPE programme focusing on children. The programme involves students across health-, social care-, and teacher educations. The study draws on survey data ( N = 499) and interview data ( N = 15) and makes use of concepts from the scaffolding literature in the investigations. A theoretical starting point used is that each student participating in IPE has an individual zone of proximal development (Vygotsky et al., 1978), but also that a group may have a joint zone. Results of the study suggest that for facilitators of IPE to provide contingent support in such a context, focus should both be placed on individual students, as well as on the group. Moreover, contingent support should be offered both prior to, as well as during, the students’ work in interprofessional learning groups to support their learning processes
Focus group · Interprofessional education · Survey data collection · Family and Disability Support Research · Healthcare innovation and challenges · Interprofessional Education and Collaboration · Social Work
Research Methods in Education
A Beme systematic review of the effects of interprofessional education
Scaffolding in Teacher–Student Interaction
The Role of Tutoring in Problem Solving
Students’ meaning-making processes in an IPE programme with students from education-, health-, and social care programmes. A qualitative study
Supervisors’ Perspectives on Online Interprofessional Supervision
Scaffolding small groups at the group level
The role of common knowledge in achieving collaboration across practices
What counts as evidence for the long-term realisation of whole-class scaffolding
The Ecology of Human Development
Measuring Outcomes of Interprofessional Education
Toward a Definition of Mixed Methods Research
Promoting teacher scaffolding in small-group work
A conceptualisation of whole‐class scaffolding
Sociocultural and Constructivist Theories of Learning
| Citation velocity | historical |
|---|---|
| Highly cited | No |