Student learning in interprofessional practice-based environments: what does theory say?

Area of Science:

• Health Professions Education
• Interprofessional Learning
• Educational Theory

Background:

• Student learning in interprofessional practice environments is increasingly researched.
• A growing body of literature exists on this topic.
• Understanding the theoretical underpinnings of this learning is crucial.

Purpose of the Study:

• To review empirical literature on student learning in interprofessional practice-based environments.
• To identify and analyze the theoretical frameworks used in this research.
• To provide recommendations for future research and practice.

Main Methods:

• Systematic review of empirical studies.
• Focus on theoretical frameworks explaining student learning.
• Analysis of how theory is applied in interprofessional education research.

Main Results:

• Few studies in this area are explicitly theory-based.
• Existing research often lacks consistent theoretical application.
• Identified a need for more robust theoretical integration.

Conclusions:

• There is a need for more theory-driven research in interprofessional education.
• Professional identity and socio-cultural theories offer promising frameworks.
• These frameworks can advance understanding of student learning and professional identity development.