Abstract
Interprofessional interventions are commonly evaluated by the achievement of education outcomes, with little understanding of how the interventions contribute to learning. Not all IPE generates the desired student learning outcomes. Awareness of how outcomes are generated could assist educators design more effective IPE.
A realist evaluation of IPE for final year medical and nursing students was undertaken. Realism is a theory-driven research method focused on exploring causation to understand how mechanisms function in various social contexts to generate outcomes. Initial program theories were drawn from social identity theory and contact theory. Quantitative (n=2136) and qualitative (n=14) data were synthesised to develop a refined program theory explaining, what works, for whom, in what circumstances and why? Findings were aligned to theory providing further understanding of results.
The educational value of fun was identified as a key mechanism contributing to learning outcomes. Other novel mechanisms that generated the desired student learning outcomes included; interdependence, embodiment, identifying with other professions, and multiple meaningful interactions. Additional, less novel, mechanisms included; insight and application, scaffolding, challenging, giving and receiving feedback, role clarification, rapport development, reflection and observation. Purposefully incorporating fun into teaching and learning activities can optimise the effectiveness of IPE by reducing student apprehension interacting with another profession, contributing to improving student relationships and creating a safe learning environment.
Incorporating fun and other key learning design into IP interventions seems likely to enhance the
effectiveness of IPE. Examples of how to integrate the five key mechanisms into the learning design of IPE programs will be shared. Enhanced programs have the potential to improve collaborative practice, reduce health-care error, and reduce stereotypical perceptions and barriers among healthcare teams.
A realist evaluation of IPE for final year medical and nursing students was undertaken. Realism is a theory-driven research method focused on exploring causation to understand how mechanisms function in various social contexts to generate outcomes. Initial program theories were drawn from social identity theory and contact theory. Quantitative (n=2136) and qualitative (n=14) data were synthesised to develop a refined program theory explaining, what works, for whom, in what circumstances and why? Findings were aligned to theory providing further understanding of results.
The educational value of fun was identified as a key mechanism contributing to learning outcomes. Other novel mechanisms that generated the desired student learning outcomes included; interdependence, embodiment, identifying with other professions, and multiple meaningful interactions. Additional, less novel, mechanisms included; insight and application, scaffolding, challenging, giving and receiving feedback, role clarification, rapport development, reflection and observation. Purposefully incorporating fun into teaching and learning activities can optimise the effectiveness of IPE by reducing student apprehension interacting with another profession, contributing to improving student relationships and creating a safe learning environment.
Incorporating fun and other key learning design into IP interventions seems likely to enhance the
effectiveness of IPE. Examples of how to integrate the five key mechanisms into the learning design of IPE programs will be shared. Enhanced programs have the potential to improve collaborative practice, reduce health-care error, and reduce stereotypical perceptions and barriers among healthcare teams.
| Original language | English |
|---|---|
| Pages | 26 |
| Number of pages | 1 |
| Publication status | Published - 2023 |
| Event | Australian & New Zealand Association for Health Professional Educators Conference 2023 - Gold Coast Convention Centre, Gold Coast, Australia Duration: 26 Jun 2023 → 29 Jun 2023 https://www.anzahpe.org/conference-2023 https://az659834.vo.msecnd.net/eventsairaueprod/production-eventstudio-public/b1d5ac398f764c84901658b420071c27 |
Conference
| Conference | Australian & New Zealand Association for Health Professional Educators Conference 2023 |
|---|---|
| Abbreviated title | ANZAHPE 2023 |
| Country/Territory | Australia |
| City | Gold Coast |
| Period | 26/06/23 → 29/06/23 |
| Other | Turning Tides: Navigating the Opportunities |
| Internet address |
Keywords
- Interprofessional
- education design
