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Evaluating learning environments for interprofessional care.

¹Faculty of Architecture Building and Planning, University of Melbourne, Melbourne, Australia. tkvan@unimelb.edu.au

Journal of Interprofessional Care

|August 13, 2013

Summary

Evaluating learning environments requires more than just facility investment; it necessitates qualitative data. A proposed model, based on Kirkpatrick

Area of Science:

Educational research
Healthcare education
Facility design

Background:

Institutions invest heavily in student facilities, termed learning environments.
The effectiveness of these investments for interprofessional care education is often assumed, not proven.
Evidence-based design principles are commonly applied, but their sufficiency for assessing learning environments is questioned.

Purpose of the Study:

To review the literature on evidence-based design in learning environments, particularly within healthcare.
To highlight the necessity of incorporating qualitative dimensions into the assessment of learning environments.
To propose a model for evaluating interprofessional learning environments.

Main Methods:

Literature review across various fields, including healthcare.

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Analysis of evidence-based design approaches and their application to educational facilities.

Development of a conceptual model for outcome assessment.

Main Results:

Established evidence-based design approaches may not fully capture the complexities of learning environments.
Qualitative aspects of the learning experience are crucial for effective assessment.
A four-level model, adapted from Kirkpatrick's model, is proposed for evaluating interprofessional learning environments.

Conclusions:

Effective evaluation of interprofessional learning environments demands a blend of quantitative and qualitative evidence.
The proposed four-level model offers a framework for comprehensive assessment.
Future research should focus on applying and validating this model in practice.