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Evaluating an interprofessional education curriculum: A theory-informed approach
Elizabeth Anderson1, Roger Smith2, Marilyn Hammick3
1a University of Leicester , UK .
Medical Teacher
|June 17, 2015
Summary
This study evaluated an interprofessional education (IPE) curriculum using a comprehensive framework. Findings reveal challenges and successes in IPE, emphasizing the value of theoretical application for improved understanding and practice.
Area of Science:
- Health Professions Education
- Interprofessional Learning
- Curriculum Evaluation
Background:
- Retrospective evaluation of a local interprofessional education (IPE) curriculum framework.
- IPE curriculum integrated across undergraduate health and social care programs for over 10 professions.
- Curriculum design and impact informed by psycho-social and learning theories.
Purpose of the Study:
- Highlight the significance of longitudinal interprofessional education (IPE) evaluation.
- Facilitate curriculum comparisons and advance understanding of effective IPE strategies.
- Share a comprehensive evaluation framework for health professions education.
Main Methods:
- Utilized the Presage, Process, and Product conceptual framework (Biggs, 1993).
- Employed the Kirkpatrick evaluation outcome model (1996).
- Collected data on student learning outcomes, and feedback from students, teachers, practitioners, patients, and carers.
Main Results:
- Identified cyclical issues in student experiences and facilitator capabilities.
- Highlighted challenges in practical learning experiences, which were positively received by students.
- Demonstrated the utility of applying theory to resolve identified problems and enhance understanding.
Conclusions:
- Acknowledged missed opportunities for theoretically informed research questions in IPE evaluation.
- Presented the developed framework as a complete and comprehensive evaluation process.
- Emphasized the value of a structured approach for evaluating interprofessional education programs.
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