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dc.contributor.authorMcAllister, Margareten_US
dc.contributor.authorMorrissey, Shirleyen_US
dc.contributor.authorMcAuliffe, Donnaen_US
dc.contributor.authorDavidson, Grahamen_US
dc.contributor.authorMcConnell, Harryen_US
dc.contributor.authorReddy, Prasunaen_US
dc.date.accessioned2017-05-03T14:56:00Z
dc.date.available2017-05-03T14:56:00Z
dc.date.issued2011en_US
dc.date.modified2011-11-08T08:00:38Z
dc.identifier.issn17556228en_US
dc.identifier.doi10.1108/17556221111171711en_AU
dc.identifier.urihttp://hdl.handle.net/10072/41430
dc.description.abstractPurpose - It is now common place for mental health services to operate using multidisciplinary teams (MDTs) where several health professionals simultaneously maintain their disciplinary distinctiveness and assume complementary professional roles. This requires awareness of other team members' disciplines and good team-work skills. Yet in Australia, the preparation of health professionals continues to occur primarily in single-discipline programs, where interaction with other disciplines often only occurs in an ad hoc, time-limited way during clinical placement. This paper seeks to provide serious reflection on preparing students for the multidisciplinary practice within the mental health system. Design/methodology/approach - The authors introduce a student placement preparation learning package that was developed and trialled with a range of health professional students at two Australian universities. Transformative learning principles underpinned the development of the education materials and related activities, which were designed to sensitise students to the potential problems that arise within MDTs and to equip them with communication strategies for use in their university placement experiences, as well as in their future professional practice. Findings - The very large majority of student placement preparation workshop participants rated the workshop activities as extremely helpful. After participating in the activities, the very large majority of participants strongly endorsed the workshop learning objectives of understanding the different roles of MDTs members, skills required for working in MDTs, principles of collaborative team-work and respectful, positive attitudes to MDTs members. Originality/value - The transformative learning approaches to education of health professionals which are described in this paper help students to examine ways to think more critically and constructively about MDTs.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherEmerald Group Publishing Limiteden_US
dc.publisher.placeUnited Kingdomen_US
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom117en_US
dc.relation.ispartofpageto127en_US
dc.relation.ispartofissue3en_US
dc.relation.ispartofjournalJournal of Mental Health Training, Education and Practiceen_US
dc.relation.ispartofvolume6en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchHealth, Clinical and Counselling Psychologyen_US
dc.subject.fieldofresearchcode170106en_US
dc.titleTeaching ideas for generating critical and constructive insights into well-functioning multidisciplinary mental health teamsen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.date.issued2011
gro.hasfulltextNo Full Text


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