Experiences of Undergraduate Education Students in an Interprofessional Course
DOI:
https://doi.org/10.11575/jet.v42i3.52435Abstract
This paper explores the question "How might teacher education live well in a changing world?" through the lens of a particular course, "Interprofessional Practice in a Community Setting," offered at the University of Calgary during the 2005-2006 academic year. This action research project was inquiry-based and grounded in reflective practice driven by the essential question "what is the meaning and nature of inter-professional practice?" Details of the community-based projects were negotiated between the student project-based teams and the community liaisons. The students learned about interprofessional practice through their own experiences within their project team, their observations in the community. as well as through in-class discussions. This article takes up the reflections and observations through the experiences of the education students who chose to participate in this unique course offering.
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