American Journal of Educational Research
ISSN (Print): 2327-6126 ISSN (Online): 2327-6150 Website: Editor-in-chief: Ratko Pavlović
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American Journal of Educational Research. 2015, 3(4), 393-398
DOI: 10.12691/education-3-4-2
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Different but the Same: Doctoral Students' Experience of Multiprofessional Education

Hilary Piercy1, and Frances Gordon1

1Sheffield Hallam University, Centre for Health and Social Care Research, 32 Collegiate Crescent, Sheffield, UK

Pub. Date: March 16, 2015

Cite this paper:
Hilary Piercy and Frances Gordon. Different but the Same: Doctoral Students' Experience of Multiprofessional Education. American Journal of Educational Research. 2015; 3(4):393-398. doi: 10.12691/education-3-4-2


Generic Professional Doctorate programmes provide students with the opportunity to study in multiprofessional cohorts. Although the professional doctorate student experience has been examined, the value of engaging in multiprofessional doctoral education has not been explored. The study aimed to explore the personal meanings that doctoral students ascribe to the value of studying within a multiprofessional context. A qualitative approach was employed. Data were collected through focus group discussions and individual interviews. A thematic analysis was conducted on the data. 23 doctoral students over four years of the programme participated in the study. Different but the same was a major theme that emerged from the data. The multiprofessional context and the 'difference' between the students offered identifiable enhancements to the academic process which were captured in three subthemes; 1) finding new worlds 2) getting clear and being clear and 3) travelling alone together. The study findings suggest that the multiprofessional context, mediated through a pedagogical approach of the contact hypothesis, enhanced the quality of the educational experience and outcomes.

professional doctorate multiprofessional cohort qualitative method education

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