Kolb's Experiential Learning Theory as a Theoretical Underpinning for Interprofessional Education

Area of Science:

• Healthcare Education
• Interprofessional Education
• Learning Theories

Background:

• Accreditation standards necessitate interprofessional competency education for healthcare providers.
• A theoretical framework for this education is currently lacking.
• Experiential Learning Theory (ELT) offers a potential foundation.

Purpose of the Study:

• To determine if qualitative data from a low-fidelity simulation study aligns with Kolb's Experiential Learning Theory (ELT).
• To assess changes in interprofessional attitudes and behaviors among healthcare students.
• To explore ELT as a theoretical underpinning for interprofessional competency education.

Main Methods:

• A mixed-methods study involving 515 first-year students from 8 healthcare programs.
• A 90-minute low-fidelity simulation using a scripted patient care rounding scenario.
• Thematic analysis of qualitative data to identify alignment with ELT stages.

Main Results:

• Qualitative results showed significant alignment with the four stages of Kolb's Experiential Learning Theory (ELT).
• The simulation demonstrated positive changes in interprofessional attitudes and behaviors.
• Thematic analysis confirmed the applicability of ELT in this educational context.

Conclusions:

• Kolb's Experiential Learning Theory (ELT) provides a robust theoretical foundation for interprofessional competency education.
• Simulation-based learning, when aligned with ELT, can effectively enhance interprofessional skills in healthcare students.
• This study supports the integration of ELT into healthcare curricula to meet educational and accreditation requirements.