Developing an e-pedagogy for interprofessional learning: Lecturers' thinking on curriculum design.

Area of Science:

• Education
• Health Professions Education
• Educational Technology

Background:

• E-learning presents solutions for large-scale interprofessional education barriers.
• Lecturers' pedagogical thinking in e-learning for interprofessional education is under-explored.

Purpose of the Study:

• To explore the pedagogical thinking of lecturers planning e-learning materials for interprofessional education.
• To understand how learning theory informs the design of e-learning for collaborative skills.

Main Methods:

• Qualitative study exploring lecturers' pedagogical thinking.
• Thematic analysis of data on e-learning material planning.

Main Results:

• Key themes include reflective spaces, learner autonomy, authentic learning, constructivist approaches, interactive learning for collaboration, and patient involvement.
• Lecturers prioritized learning theory and interactive learning over technology for interprofessional education.
• Focus was on developing collaborative skills and interprofessional knowledge.

Conclusions:

• E-learning is viewed as a tool to enhance pedagogical strategies in interprofessional education.
• Effective e-learning design for interprofessional education hinges on applying learning theory to foster collaboration and knowledge creation.
• Pedagogical considerations, not technology, are central to lecturers' e-learning planning for interprofessional education.