Let’s talk about fun in IPE

Background: Despite IPE being incorporated into preregistration courses, not all IPE is effective. More information is needed about the links between educational theory, interprofessional interventions, and learner outcomes to optimize the design of these multi-faceted programs. A good understanding of what educational approaches work for whom, and why this is so, could help optimize the design of IPE. In turn, programs incorporating these educational approaches could promote interprofessional collaboration and teamwork, reduce healthcare errors and improve patient outcomes.
Method: A realist evaluation of IPE for senior medical and nursing students was undertaken. Realism is a theory-driven research method that focuses on understanding causation, including how mechanisms function in various social contexts to facilitate outcomes. Initial program theories were drawn from social identity theory and contact theory. Quantitative survey data (n=2136) using the validated ICCAS and qualitative interview data (n=14) were synthesised to develop a refined program theory to explain, what works, for whom, in what circumstances, and why?
Results: Multiple mechanisms promoted learning such as; interdependence, embodiment, insight and application, scaffolding, challenging, give and receive feedback, role clarification, rapport development, participant reflection and observation. One novel finding was that purposefully incorporating fun into IPE programs can optimise the effectiveness of IPE by reducing student apprehension interacting with another profession. This functioned to increase rapport and improve relationships and therefore facilitating learning through the creation of a safe learning environment. An understanding of the role of fun in interprofessional programs will enable educational designers to enhance student learning outcomes and memory of their IPE experience. Examples of the learning design and delivery will be shared.
Conclusions: Interprofessional interventions incorporating fun and these specific learning design features seem likely to enhance the impact of IPE, thus making the best use of limited institutional resources and student time.