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The contribution of theory to the design, delivery, and evaluation of interprofessional curricula: BEME Guide No. 49

The contribution of theory to the design, delivery, and evaluation of interprofessional curricula: BEME Guide No. 49
The contribution of theory to the design, delivery, and evaluation of interprofessional curricula: BEME Guide No. 49

Background: interprofessional curricula have often lacked explicit reference to theory despite calls for a more theoretically informed field that illuminates curricular assumptions and justifies curricular practices. Aim: To review the contributions of theory to the design, delivery, and evaluation of interprofessional curricula. 


Methods: four databases were searched (1988–2015). Studies demonstrating explicit and a high-quality contribution of theory to the design, delivery or evaluation of interprofessional curricula were included. Data were extracted against a comprehensive framework of curricular activities and a narrative synthesis undertaken. 


Results: ninety-one studies met the inclusion criteria. The majority of studies (86%) originated from the UK, USA, and Canada. Theories most commonly underpinned “learning activities” (47%) and “evaluation” (54%). Theories of reflective learning, identity formation, and contact hypothesis dominated the field though there are many examples of innovative theoretical contributions. 

Conclusions: theories contribute considerably to the interprofessional field, though many curricular elements remain under-theorized. The literature offers no “gold standard” theory for interprofessional curricula; rather theoretical selection is contingent upon the curricular component to which theory is to be applied. Theories contributed to interprofessional curricula by explaining, predicting, organizing or illuminating social processes embedded in interprofessional curricular assumptions. This review provides guidance how theory might be robustly and appropriately deployed in the design, delivery, and evaluation of interprofessional curricula.

0142-159X
Hean, Sarah
1130034a-b625-42a4-9bdb-4ad83bcdd597
Green, Christopher
9eebfa5a-2ca7-4147-82fb-5723f57dd738
Anderson, Elizabeth
a27ac3b2-0cfc-465d-98b3-f9814ef0f82c
Morris, Debra
John, Carol
ba572ddf-2217-4cb7-b35e-077e2a33b6cd
Pitt, Richard
bee3e918-2777-4d85-8e58-57f08b1b907e
O’Halloran, Cath
cb04159e-8a21-4389-9867-852ec6038724
Hean, Sarah
1130034a-b625-42a4-9bdb-4ad83bcdd597
Green, Christopher
9eebfa5a-2ca7-4147-82fb-5723f57dd738
Anderson, Elizabeth
a27ac3b2-0cfc-465d-98b3-f9814ef0f82c
Morris, Debra
John, Carol
ba572ddf-2217-4cb7-b35e-077e2a33b6cd
Pitt, Richard
bee3e918-2777-4d85-8e58-57f08b1b907e
O’Halloran, Cath
cb04159e-8a21-4389-9867-852ec6038724

Hean, Sarah, Green, Christopher, Anderson, Elizabeth, Morris, Debra, John, Carol, Pitt, Richard and O’Halloran, Cath (2018) The contribution of theory to the design, delivery, and evaluation of interprofessional curricula: BEME Guide No. 49. Medical Teacher. (doi:10.1080/0142159X.2018.1432851).

Record type: Article

Abstract

Background: interprofessional curricula have often lacked explicit reference to theory despite calls for a more theoretically informed field that illuminates curricular assumptions and justifies curricular practices. Aim: To review the contributions of theory to the design, delivery, and evaluation of interprofessional curricula. 


Methods: four databases were searched (1988–2015). Studies demonstrating explicit and a high-quality contribution of theory to the design, delivery or evaluation of interprofessional curricula were included. Data were extracted against a comprehensive framework of curricular activities and a narrative synthesis undertaken. 


Results: ninety-one studies met the inclusion criteria. The majority of studies (86%) originated from the UK, USA, and Canada. Theories most commonly underpinned “learning activities” (47%) and “evaluation” (54%). Theories of reflective learning, identity formation, and contact hypothesis dominated the field though there are many examples of innovative theoretical contributions. 

Conclusions: theories contribute considerably to the interprofessional field, though many curricular elements remain under-theorized. The literature offers no “gold standard” theory for interprofessional curricula; rather theoretical selection is contingent upon the curricular component to which theory is to be applied. Theories contributed to interprofessional curricula by explaining, predicting, organizing or illuminating social processes embedded in interprofessional curricular assumptions. This review provides guidance how theory might be robustly and appropriately deployed in the design, delivery, and evaluation of interprofessional curricula.

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More information

Accepted/In Press date: 16 February 2018
e-pub ahead of print date: 19 February 2018

Identifiers

Local EPrints ID: 421216
URI: http://eprints.soton.ac.uk/id/eprint/421216
ISSN: 0142-159X
PURE UUID: 792e6247-03ab-455e-98b2-ab0d097ab61e

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Date deposited: 24 May 2018 16:31
Last modified: 07 Oct 2020 01:37

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Contributors

Author: Sarah Hean
Author: Christopher Green
Author: Elizabeth Anderson
Author: Debra Morris
Author: Carol John
Author: Richard Pitt
Author: Cath O’Halloran

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