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Interprofessional Learning as a Third Space: Rethinking Health Profession Students’ Development and Identity through the Concepts of Homi Bhabha

Nursing Program, Chatham University, Woodland Road, Pittsburgh, PA 15232, USA
Academic Editors: Sara Horton-Deutsch and Pamela Ironside
Humanities 2015, 4(4), 653-660; https://doi.org/10.3390/h4040653
Received: 3 August 2015 / Accepted: 9 October 2015 / Published: 16 October 2015
(This article belongs to the Special Issue Humanities in Health Professions Education and Practice)
Homi K. Bhabha is a post-colonial and cultural theorist who describes the emergence of new cultural forms from multiculturalism. When health profession students enculturated into their profession discuss patient care in an interprofessional group, their unilateral view is challenged. The students are in that ambiguous area, or Third Space, where statements of their profession’s view of the patient enmesh and an interprofessional identity begins to form. The lessons learned from others ways of assessing and treating a patient, seen through the lens of hybridity allow for the development of a richer, interprofessional identity. This manuscript will seek out the ways Bhabha’s views of inbetweenness enhance understanding of the student’s development of an interprofessional viewpoint or identity, and deepen the author’s developing framework of an Interprofessional Community of Practice. View Full-Text
Keywords: interprofessional education; third space; hybridity; interprofessional identity interprofessional education; third space; hybridity; interprofessional identity
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Sterrett, S.E. Interprofessional Learning as a Third Space: Rethinking Health Profession Students’ Development and Identity through the Concepts of Homi Bhabha. Humanities 2015, 4, 653-660.

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