Evaluation framework for a multi-site practice-based interprofessional education intervention.

Area of Science:

• Health Professions Education
• Interprofessional Practice and Education
• Evaluation Methodology

Background:

• Existing literature indicates a scarcity of evidence on the impact of interprofessional education (IPE) on patient outcomes.
• Methodological critiques highlight limitations in current research designs evaluating IPE effectiveness.
• Practice-based IPE interventions present unique complexities in evaluation due to multi-site and varied settings.

Purpose of the Study:

• To describe and critique a comprehensive evaluation framework applied to a practice-based interprofessional education intervention.
• To discuss the methodological successes and challenges encountered during the evaluation of a complex IPE initiative.
• To inform future evaluation designs for practice-based IPE interventions by sharing lessons learned.

Main Methods:

• A multifaceted evaluation approach was employed, comprising process, outcomes, context, and systems evaluation components.
• A mixed-methods approach utilized diverse data sources to capture a holistic understanding of the intervention.
• The paper focuses on critiquing the evaluation framework rather than reporting specific intervention findings.

Main Results:

• Each evaluation component provided distinctive yet complementary insights into the IPE intervention.
• Significant challenges were identified, particularly within the outcomes evaluation component.
• The complexity of multi-site, practice-based IPE necessitates a robust and adaptable evaluation strategy.

Conclusions:

• The described evaluation framework offers valuable lessons for designing future studies on complex IPE.
• Integrating systems concepts into evaluation designs can strengthen the evidence base for IPE's impact on practice and patient outcomes.
• Further methodological refinement is crucial for accurately assessing the effectiveness of interprofessional education.