The evaluation of learner outcomes in interprofessional continuing education: A literature review and an analysis of survey instruments

Gillan, Caitlin; Lovrics, Emily; Halpern, Elise M.; Wiljer, David; Harnett, Nicole

doi:10.3109/0142159x.2011.587915

Cited by 76 publications

(53 citation statements)

References 46 publications

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“…In summary, the findings of the review suggest that pre-licensure and post-licensure learners react favorably to the use of ICTs in the delivery of IPE, and ICT-mediated IPE can lead to positive attitudinal and knowledge change consistent with what has been reported with traditional methods of IPE delivery (Gillian, Lovrics, Halpern, Wiljer, & Harnett, 2011;Reeves et al, 2010). Findings at behavioral, organizational, and patient outcome levels of evaluation, while suggestive of positive trends, were not supported by overly robust, rigorous, and reliable study designs and measurements.…”

Section: Concluding Commentssupporting

confidence: 56%

The use of information and communications technologies in the delivery of interprofessional education: A review of evaluation outcome levels

Curran

Reid

Reis

et al. 2015

Journal of Interprofessional Care

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Interprofessional education (IPE) in health and human services educational and clinical settings has proliferated internationally. The use of information and communication technologies (ICTs) in the facilitation of interprofessional learning is also growing, yet reviews of the effectiveness of ICTs in the delivery of pre- and/or post-licensure IPE have been limited. The current study's purpose was to review the evaluation outcomes of IPE initiatives delivered using ICTs. Relevant electronic databases and journals from 1996 to 2013 were searched. Studies which evaluated the effectiveness of an IPE intervention using ICTs were included and analyzed using the Barr et al. modified Kirkpatrick educational outcomes typology. Fifty-five studies were identified and a majority reported evaluation findings at the level 1 (reaction/satisfaction). Analysis revealed that learners react favorably to the use of ICTs in the delivery of IPE, and ICT-mediated IPE can lead to positive attitudinal and knowledge change. A majority of the studies reported positive evaluation outcomes at the learner satisfaction level, with the use of web-based learning modalities. The limited number of studies at other levels of the outcomes typology and deficiencies in study designs indicate the need for more rigorous evaluation of outcomes in ICT-mediated IPE.

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Section: Concluding Commentssupporting

confidence: 56%

The use of information and communications technologies in the delivery of interprofessional education: A review of evaluation outcome levels

Curran

Reid

Reis

et al. 2015

Journal of Interprofessional Care

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“…The lack of outcome focused research is in keeping with many reviews of educational interventions [19][20][21] . However, the difficulty in undertaking this research should not prevent it from happening.…”

Section: Discussionmentioning

confidence: 99%

Are educational or quality improvement interventions delivered at the induction or orientation of junior doctors effective?

McMenamin

Blencowe

Roland

2014

JHA

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There has been significant media scrutiny in the UK of the period when doctors change over into new jobs, with a number of reports highlighting increased mortality. Starting work in a new hospital confers a potential patient safety risk and induction programmes are therefore designed to familiarise doctors with local policies. Little is known about using this time as an opportunity to improve patient outcomes or change practice. The aim was to review interventions which may aid hospital trusts during induction and a strategy to direct future educational and implementation research. A review of Medline, Embase, Cochrane, Scopus and ERIC databases with key terms (induction or orientation, junior doctor or intern, intervention or education or implementation, quality improvement or patient safety or outcome) extracted relevant abstracts. Articles of relevance were analysed and coded as to the type of patient or doctor group, intervention and outcome. Only seven studies were found which generally reported perceived benefits rather than objective outcomes. A significant opportunity to improve evidence based practice and patient safety is being missed by not thoroughly evaluating the impact of induction and orientation of health care professionals.

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“…23 Using the Kirkpatrick/Barr hierarchy of learner outcomes 24 they were unable to find a single instrument to comprehensively assess all IPE learner outcomes. They found that few instruments directly measured higher levels of learning, such as changes in behaviour, effect on the organisation and impact on patient outcomes, but often relied on the learner's perspective of the impact.…”

Section: Challenges Of Evaluating Ipementioning

confidence: 99%

Interprofessional pain education: definitions, exemplars and future directions

Carr

Watt‐Watson

2012

British Journal of Pain

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1. The management of pain frequently requires healthcare professionals (HCPs) to work together; thus, educational preparation should afford them opportunities to learn about the management of pain together. 2. Survey data suggest that most HCPs' curricula do not provide opportunities for learners to come together to learn about pain and understand their professional roles. 3. Despite the growth of published evaluations of interprofessional education (IPE) and pain, the ability to draw firm conclusions has been hampered by the lack of methodological heterogeneity across studies. 4. New directions in IPE and pain include innovative pedagogical approaches, web-based learning, standardised patients and simulated learning. 5. Harnessing the political agenda can offer a valuable opportunity to raise the profile and prominence of pain education for HCPs.

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The evaluation of learner outcomes in interprofessional continuing education: A literature review and an analysis of survey instruments

Abstract: No gold-standard tool has been agreed upon in the literature, and none fully addresses all IPE learner outcomes. Objective measures of higher level outcomes are necessary to ensure comprehensive evaluation of IPE/IPP.

Cited by 76 publications

References 46 publications

The use of information and communications technologies in the delivery of interprofessional education: A review of evaluation outcome levels

The use of information and communications technologies in the delivery of interprofessional education: A review of evaluation outcome levels

Are educational or quality improvement interventions delivered at the induction or orientation of junior doctors effective?

Interprofessional pain education: definitions, exemplars and future directions

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