Learning theories and interprofessional education: a user’s guide

Abstract

There is increasing interest in the theoretical underpinning of interprofessional education (IPE) and writers in this field are drawing on a wide range of disciplines for theories that have utility in IPE. While this has undoubtedly enriched the research literature, for the educational practitioner, whose aim is to develop and deliver an IPE curriculum that has sound theoretical underpinnings, this plethora of theories has become a confusing, and un-navigable quagmire. This article aims to provide a compass for those educational practitioners by presenting a framework that summarizes key learning theories used in IPE and the relationship between them. The study reviews key contemporary learning theories from the wider field of education used in IPE and the explicit applications of these theories in the IPE literature to either curriculum design or programme evaluation. Through presenting a broad overview and summary framework, the study clarifies the way in which learning theories can aid IPE curriculum development and evaluation. It also highlights areas where future theoretical development in the IPE field is required.

Conscious Competence in Interprofessional Learning in Healthcare Education

“…Hean suggests that adult learning theory, and exploring the rationale and importance of problem solving, facilitation and scaffolding are required in the design of interprofessional curricula (Hean S, 2013) As IPL evolves, two key families of learning theory have been associated with IPL, including behaviourism and constructivism (social and cognitive). Understanding the relationship between these theories and how they relate to learning outcomes in IPL may facilitate further the development of IPL in healthcare professions (Hean S, 2009). …”

“…Although there is considerable interest in the theoretical underpinning of IPE and some tentative models have been suggested for this subject in healthcare professions, much further development is needed to evolve the theory and practice surrounding this subject (Hean S, 2009(Hean S, , 2016. Hean suggests that adult learning theory, and exploring the rationale and importance of problem solving, facilitation and scaffolding are required in the design of interprofessional curricula (Hean S, 2013) As IPL evolves, two key families of learning theory have been associated with IPL, including behaviourism and constructivism (social and cognitive).…”

Faculty Development for Interprofessional Education and Practice

“…The design and evaluation of IPE curricula are said to be superficial, descriptive and lacking in rigour. There has been limited understanding of the outcomes or processes at work within IPE (Hean et al 2009). A growing number of interprofessional educators, evaluators and practitioners now identify and apply theories from sociology, psychology and education in their work (Hean et al 2012b).…”

“…We recommend that this event draws on the emerging research literature which can provide pre-reading material for the session. Syntheses of useful theories for IPE are available (Colyer et al 2005;Hean et al 2009Hean et al , 2012b to encourage debate that focuses on theories that reflect, explain or hypothesise the means to promote social learning (learning about, from and with each other) which is achieved in groups and mediated by social actors. These theoretical frameworks underpin the guidance to curriculum developers as shown in Table 14.2.…”

Relative distancing: A grounded theory of how learners negotiate the interprofessional

“…Furthermore, determining theoretical perspectives to guide implementation of interprofessional education (IPE) has been afforded much greater prominence in recent years (e.g. D 'Eon, 2005;Clark, 2006;Reeves et al, 2007;Hean et al, 2008;Hean, Craddock & O'Halloran, 2009;Hean, Craddock & Hammick, 2012). The main objective of this work has been to foster the credibility of IPE and collaborative practice as discrete concepts amongst academe (Barr & Ross, 2006), drawing primarily upon extant theoretical frames provided from a variety of sub-disciplines of education, psychology and, to some extent, sociology.…”