Evaluating an interprofessional education curriculum: A theory-informed approach

Abstract

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Virtual Patients in a Behavioral Medicine Massive Open Online Course (MOOC): A Qualitative and Quantitative Analysis of Participants’ Perceptions

“…The ambition to reach a varied scope of individuals is based on the idea that dissemination of knowledge about behavioral medicine can lead to improved health among laypeople as well as professionals. From a health sciences education perspective, our ambition has been one of inter-professional education, an integrated type of learning that is challenging to implement as well as evaluate [28]. We did not witness much interaction between different professions in the analyzed data, but we did not stimulate it explicitly in the tasks provided, which could be a point for improvement in upcoming editions of the MOOC.…”

Interprofessional Education and Practice Guide No. 6: Developing practice-based interprofessional learning using a short placement model

“…A range of methodologies can be used including action research methodologies which aim to 'improve education by changing it and learning from those changes' (Kemmis & McTaggart, 1992). We advise evaluation which focuses on the preparation for the teaching (presage factors), the process of teaching (process factors) and the outcomes or impact of the learning (product factors) (Biggs, 1993;Freeth & Reeves, 2004;Anderson, Smith & Hammick, 2015). Use of the Model requires cyclical processes of quality assurance whereby evaluation data is shared with the steering group who can make changes to the delivery as required.…”

“…This model was developed within a comprehensive IPE curriculum building on early (first year) classroom theoretical sessions followed by later practice-based experience of collaborative learning (Anderson, Ewing & Moore, 2014), which is a recognised pattern for the delivery of IPE (e.g. Wilhelmsson et al 2009;Anderson, Smith & Hammick, 2015).…”

Learning to be interprofessional through the use of reflective portfolios?

“…It remains vital that IPE is assessed (Anderson et al, 2015), as without assessment this learning is not valued and moving towards a summative assessment remains critical (Barr, Helme & D'Avray, 2011). Ideally this 'should be based on demonstrated competence for collaborative practice' (Barr & Lowe 2012).…”

“…Embedding IPEAlthough there has been considerable doubt about the core features and scope of interprofessional education, not least in the development and implementation of the curriculum on which this article is based (Anderson et al, 2015), there is certainly now an established consensus regarding its desirability and worth. We do not use the term uncritically, but interprofessional education is now firmly embedded within most health and social care curricula within the UK, although there is still more work to be done in this regard (Barr, Helme & D'Avray, 2014).…”