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Kolb's Experiential Learning Theory as a Theoretical Underpinning for Interprofessional Education
Lori Fewster-Thuente1, Tamzin J Batteson
1Rosalind Franklin University of Medicine and Science, 3333 N. Green Bay Rd., North Chicago, IL 60064, USA. Tel 847-578-8560. lori.thuente@rosalindfranklin.edu.
Abstract:
It is imperative to incorporate education on interprofessional competencies into the curriculum of healthcare provider students in order to meet the individual program accreditation standards. However, what is missing is a theoretical foundation for the education. The purpose of this paper was to examine if the qualitative data from a mixed-methods study using low-fidelity simulation of a case study that demonstrated changes in interprofessional attitudes and behaviors in healthcare provider students aligned with Kolb's Experiential Learning Theory (ELT). First-year students (n=515) from 8 professional healthcare programs participated in the 90-minute study which included a scripted scenario of the patient care rounding process. Using thematic analysis, the qualitative results demonstrated a significant alignment with the four stages of Kolb's ELT. Based on the results of this study, ELT appears to provide a solid theoretical underpinning for the education through which to teach interprofessional competencies to healthcare provider students.
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