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Understanding Interprofessional Expertise in Terms of Beliefs, Values and Attitudes

Understanding Interprofessional Expertise in Terms of Beliefs, Values and Attitudes

Adrian Bromage
Copyright: © 2010 |Pages: 9
ISBN13: 9781615208890|ISBN10: 1615208895|ISBN13 Softcover: 9781616923303|EISBN13: 9781615208906
DOI: 10.4018/978-1-61520-889-0.ch002
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MLA

Bromage, Adrian. "Understanding Interprofessional Expertise in Terms of Beliefs, Values and Attitudes." Interprofessional E-Learning and Collaborative Work: Practices and Technologies, edited by Adrian Bromage, et al., IGI Global, 2010, pp. 14-22. https://doi.org/10.4018/978-1-61520-889-0.ch002

APA

Bromage, A. (2010). Understanding Interprofessional Expertise in Terms of Beliefs, Values and Attitudes. In A. Bromage, L. Clouder, J. Thistlethwaite, & F. Gordon (Eds.), Interprofessional E-Learning and Collaborative Work: Practices and Technologies (pp. 14-22). IGI Global. https://doi.org/10.4018/978-1-61520-889-0.ch002

Chicago

Bromage, Adrian. "Understanding Interprofessional Expertise in Terms of Beliefs, Values and Attitudes." In Interprofessional E-Learning and Collaborative Work: Practices and Technologies, edited by Adrian Bromage, et al., 14-22. Hershey, PA: IGI Global, 2010. https://doi.org/10.4018/978-1-61520-889-0.ch002

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Abstract

It is arguable that expertise in interprofessional working can be defined as effective team working to place clients’ needs as paramount: a particular kind of problem solving. Psychological definitions of expertise focus upon problem solving in general, so it is arguable that this literature differs only in emphasis rather than the underlying nature of activities described. This opens possibilities to draw upon literature concerning the development of expertise, which tends to concern how high performers differ from non-experts. For example, Dreyfus & Dreyfus (1986) conclude this is in terms of how experts think and solve problems, rather than their personal knowledge. It seems that experienced problem-solvers discern regularly recurring environmental patterns, drawing upon a body of domain knowledge and experience to do so. In exploring these parallels, this chapter examines beliefs and attitude change, in terms of how they might relate to each other, to outline some possible implications for educators

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