Faculty of Education - Theses
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ItemThe student experience of online interprofessional education in cancer sciences: a philosophical-empirical inquiry( 2023-11)This philosophical-empirical inquiry interprets the lived experiences of students from different health professions undertaking the wholly online Master of Cancer Sciences Course. Through a novel conceptual framework combining phenomenology, practice theory and moral philosophy as theoretical lenses, this research illuminates recent graduates’ experiences of being online, becoming into their (inter) professional identities and practices, and beholding, or giving attention to, their patients, colleagues, and learning peers, during the Course. This inquiry provides insights into how online interprofessional education (OIPE), as well as offering convenience, flexibility, and scale, can in fact provide deep, authentic, and even ontologically transformative learning experiences. Challenging the conception of technological enframement (Heidegger, 2010) and of presence and trust as being attenuated in an online context (Dreyfus, 2001a), this inquiry shows that synchronous and asynchronous online engagement can offer an effective and therapeutic co-teaching presence (Bluteau, 2020) and authentic peer learning. This inquiry reveals that the Course while claiming only to be multidisciplinary, not interprofessional (Lai-Kwon et al., 2023), demonstrated a student-centred approach, modelling elements of best practice interprofessional collaborative practice (IPCP), and care (sorge) for the other, whether student or patient. Similarly, it reveals that wholly online education, as a practice arrangement bundle, with activities consisting of doings, sayings (Schatzki, 2002) and relatings (Kemmis, 2014), can provide a psychologically safe, yet challenging learning environment, that enables different health professions to learn with, from and about each other. This learning goes beyond the epistemological, ways of knowing and doing (Ryle, 1946) to the ontological, ways of being. Furthermore, it overlaps with the participants’ own clinical practice arrangement bundles (Schatzki, 2002), allowing them to apply learning into practice and practice into learning. In the context of cancer care and supportive and palliative care in particular, this inquiry reveals the unselfing (Murdoch, 1970) that genuine attention to the afflicted (Weil, 2009) requires, (in this context cancer patients, including those who are dying). What is more this beholding parallels the way teachers and learners were revealed and attended to each other, enabling them to ‘become who they are’ (Heidegger, 2010), through Online Dasein Mitsein, (being online with others).