Location of Repository

Learning theories and interprofessional education: a user's guide

By Sarah Hean, Deborah Craddock and Cath O'Halloran

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

Topics: LB
Publisher: Blackwell Publishing
Year: 2009
OAI identifier: oai:eprints.hud.ac.uk:7230

Suggested articles

Preview

Citations

  1. (2005). A blueprint for interprofessional learning. doi
  2. (2002). A Critical Review of Evaluations of Interprofessional Education. LTSN-Centre for Health Sciences and Practices, doi
  3. (2004). A Handbook of Reflection and Experiential Learning: Theory and Practice. Routledge Falmer,
  4. (2003). a Modern Mental Health Care Force: Evaluation of the Birmingham University Interprofessional Training Programme in Community Mental Health 1998–2002. Centre for Applied Social Studies, doi
  5. (2003). Applying educational theory in practice. doi
  6. (2006). Being seen by others as we see ourHughes doi
  7. (2006). Broadening conceptions of learning in medical education: the message from team working. doi
  8. (1998). Communities of Practice: Learning, Meaning and Identity. doi
  9. (2004). Complexity and interprofessional education. doi
  10. (1966). Democracy and Education. doi
  11. (2006). Developing Flexibility Through Experiencing Variety: A Potential Function of Interprofessional Learning for Improving Competence. Paper Presented at The Altogether Better Health III,
  12. (2002). Don’t presume about experienced adult learners inmedicine. doi
  13. (1999). Drawing on adult learning theory to teach personal and professional values.Medical doi
  14. (2006). Evaluation of the Pre-Qualifying Interprofessional Curriculum.
  15. (2001). Expansive learning at work; towards an activity theoretical reconceptualisation.
  16. (1970). Forms of Intellectual and Ethical Development in the College Years: A Scheme. doi
  17. (2004). Forum comment on Sharan Merriam’s ‘‘The role of cognitive development in Mezirow’s transformational learning theory’’. doi
  18. (2006). has been changed to Dahlgren
  19. (2001). has been changed to Engestro¨m
  20. (1984). has been changed to Knowles et al.
  21. (2006). has not been included in the Reference List, please supply full publication details.
  22. (2005). Health professionals in multi-disciplinary and multi-agency teams: changing professional practice. doi
  23. (2003). Implementing Inquiry-Based Learning in Nursing. doi
  24. (1978). in Society. doi
  25. (2006). Interprofessional education in health and social care: fashion or informed practice. doi
  26. (1999). Learner centred approaches in medical education. doi
  27. (2005). Learning and teaching: constructivism in learning. doi
  28. (1999). Learning Theories for Teachers, 6th edn.
  29. (1990). Learning Working and Imaging. Orienta_Konsultit Oy,
  30. (2005). Multidisciplinary perspectives on core networking skills. A study of skills and associated training needs, for professionals working in managed clinical networks. doi
  31. (2006). Outcomes of interprofessional education for community mental health services in England: the longitudinal evaluation of a postgraduate programme. doi
  32. (2003). Please provide all author names in Armitage et al.
  33. Please provide journal name, volume and page span in Atherton (2005). Q9 AUTHOR: If there are fewer than 3 author names for Reference X, XXXX,
  34. (2003). Problem based learning. doi
  35. (2004). Professional stereotyping and interprofessional education. doi
  36. (2005). Promoting Partnership for Health. Blackwell Publishing and CAIPE, doi
  37. (1997). Psychology and Adult Learning. doi
  38. (1997). Realistic Evaluation. doi
  39. (2001). Rural interprofessional education: promoting teamwork in primary health care education and practice. doi
  40. (2005). Study 2: Student Learning in Interprofessional Modules: Evidence from Student Interviews and Assignments.
  41. (2002). Supervision: the process of life-long learning in social and educational professions. doi
  42. (2003). Teaching and Training in PostCompulsory Education.
  43. (2007). Teaching for Quality Learning at University, 3rd edn.
  44. (1995). The Adult Learner at Work.
  45. (1990). The Adult Learner: A Neglected Species. doi
  46. (2005). The contact hypothesis: an exploration of its further potential in interprofessional education. doi
  47. (2003). The many meanings of theory and practice. doi
  48. (2004). The Reflective Practitioner: How Professionals Think in Action. Basic Books, doi
  49. (2003). The Theory and Practice of learning.
  50. (2004). The theory-practice issue in policy implementation research. doi
  51. (2006). The Theory–Practice Relationship
  52. (2007). Theorizing interprofessional pedagogic evaluation; framework for evaluating the impact of interprofessional continuing professional development on practice change. doi
  53. (1973). To Understand Is To Invent.
  54. (1997). Transformative learning: theory to practice. New Directory for Adults and Continuing Education 74, doi
  55. (2006). What would a theory of interprofessional education look like? Some suggestions for developing a theoretical framework for teamwork training 1. doi

To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.