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Back to basics for curricular development: A proposed framework for thinking about how interprofessional learning

Ellen Luebbers1, Njoke Thomas2, Todd Fennimore1

  • 1The Center for Medical Education, Case Western Reserve University School of Medicine, Health Education Campus, Cleveland, OH, USA.

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This study explored interprofessional learning experiences through reflective essays, developing a framework to guide curriculum design for future healthcare professionals. The findings highlight key factors essential for effective interprofessional education and collaboration.

Keywords:
Interprofessional educationframeworkinterprofessional learningqualitative method

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Area of Science:

  • Medical Education
  • Health Professions Education
  • Interprofessional Collaboration

Background:

  • Defining mechanisms of interprofessional learning for collaborative behavior is challenging for evidence-based curriculum design.
  • An inductive approach was used to understand student experiences in interprofessional activities.
  • Grounded theory methods informed the analysis of reflective essays.

Purpose of the Study:

  • To develop a preliminary framework for interprofessional learning based on student lived experiences.
  • To identify factors necessary for effective interprofessional learning.
  • To examine the utility of the proposed framework in relation to existing theory.

Main Methods:

  • Analysis of 245 reflective essays from an interprofessional workshop at Case Western Reserve University.
  • Participants included students from medicine, nursing, social work, and dentistry.
  • Iterative coding and constant comparison analysis were employed, achieving saturation.

Main Results:

  • Second-order themes and four aggregate dimensions emerged from the data.
  • A preliminary framework for interprofessional learning was developed.
  • The framework integrates identified factors crucial for learning.

Conclusions:

  • The developed framework provides a foundation for interprofessional curriculum development.
  • The study offers insights into the lived experiences of students in interprofessional settings.
  • The framework's utility is demonstrated in relation to established educational theories.