The wolf shall dwell with the lamb: the power dynamics of interprofessional education

Hannah Gillespie; Tim Dornan

doi:10.1111/medu.14568

The wolf shall dwell with the lamb: the power dynamics of interprofessional education

Hannah Gillespie^*, Tim Dornan

^*Corresponding author for this work

School of Medicine, Dentistry and Biomedical Sciences

Research output: Contribution to journal › Editorial › peer-review

3 Citations (Scopus)

126 Downloads (Pure)

Abstract

Stalmeijer and Varpio 1 advise us that educational perspectives and practices we nurture will thrive whilst those we ignore will wither. Their allegory of two wolves conceptualises medical education in two ways: a conventional, intraprofessionally-led way; and a less conventional, interprofessional way, where all interdisciplinary members of healthcare teams conjointly lead clinicians’ education. They ask whether it would be ‘of benefit to patient care to feed both these wolves?’.

Original language	English
Journal	Medical Education
Early online date	18 May 2021
DOIs	https://doi.org/10.1111/medu.14568
Publication status	Early online date - 18 May 2021

Keywords

Interprofessional education

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10.1111/medu.14568Licence: CC BY-NC-ND

The wolf shall dwell with the lamb: the power dynamics of interprofessional education
Copyright 2021 the authors. This is an open access article published under a Creative Commons Attribution-NonCommercial-NoDerivs License (https://creativecommons.org/licenses/by-nc-nd/4.0/), which permits distribution and reproduction for non-commercial purposes, provided the author and source are cited.
Final published version, 152 KBLicence: CC BY-NC-ND

Cite this

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AB - Stalmeijer and Varpio 1 advise us that educational perspectives and practices we nurture will thrive whilst those we ignore will wither. Their allegory of two wolves conceptualises medical education in two ways: a conventional, intraprofessionally-led way; and a less conventional, interprofessional way, where all interdisciplinary members of healthcare teams conjointly lead clinicians’ education. They ask whether it would be ‘of benefit to patient care to feed both these wolves?’.

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The wolf shall dwell with the lamb: the power dynamics of interprofessional education

Abstract

Keywords

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