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Evaluating the impact of interprofessional learning on practice: a pedagogic perspective

Evaluating the impact of interprofessional learning on practice: a pedagogic perspective
Evaluating the impact of interprofessional learning on practice: a pedagogic perspective
This paper describes a specific evaluation of interprofessional education (IPE). The evaluation is run alongside an interprofessional continuing professional development (CPD) programme for professionals working across health, social care, and education, who work within services for children and families in England. Furthermore, the evaluated programme is not merely academically focused, but aims to initiate and encourage changes to the way integrated services to children and families are delivered.

However, the paper does not only look at the impact of IPE on practice, but also considers the influence of the pedagogy of IPE and how pedagogy may enhance or hinder interprofessional practice.

The evaluation is grounded within a conceptual framework. The framework draws upon elements of situated learning theory, Activity Theory (e.g. Engestrom et al 1999) and Dreier’s work (2002, 1999) on trajectories of participation, particularly Personal Action Potency. By combining the resulting analytic framework with an adapted version of Kirkpatrick’s (1994) established evaluation model, a theoretically-driven, practicable evaluation matrix is developed. The matrix is capable of evaluating the impact of pedagogic input on practice change. The paper models a process for developing a conceptual framework to steer pedagogic evaluation. Such a process and the resulting matrix have the potential to be of use to other researchers who are similarly developing pedagogic evaluation.

This conceptual framework will be supplemented with preliminary data that has been collected at various time points throughout the CPD programme.
Payler, Jane
9fbb5fa0-4a5c-4e09-9f34-5f357eb74418
Meyer, Edgar
f2e4fe13-ba46-43e7-99e1-979cf3983c64
Humphris, Debra
7248f9f4-53fc-4519-8211-72ab16d345c9
Payler, Jane
9fbb5fa0-4a5c-4e09-9f34-5f357eb74418
Meyer, Edgar
f2e4fe13-ba46-43e7-99e1-979cf3983c64
Humphris, Debra
7248f9f4-53fc-4519-8211-72ab16d345c9

Payler, Jane, Meyer, Edgar and Humphris, Debra (2007) Evaluating the impact of interprofessional learning on practice: a pedagogic perspective. 1st European Interprofessional Education Network Conference, Kraków, Poland. 11 - 13 Sep 2007.

Record type: Conference or Workshop Item (Paper)

Abstract

This paper describes a specific evaluation of interprofessional education (IPE). The evaluation is run alongside an interprofessional continuing professional development (CPD) programme for professionals working across health, social care, and education, who work within services for children and families in England. Furthermore, the evaluated programme is not merely academically focused, but aims to initiate and encourage changes to the way integrated services to children and families are delivered.

However, the paper does not only look at the impact of IPE on practice, but also considers the influence of the pedagogy of IPE and how pedagogy may enhance or hinder interprofessional practice.

The evaluation is grounded within a conceptual framework. The framework draws upon elements of situated learning theory, Activity Theory (e.g. Engestrom et al 1999) and Dreier’s work (2002, 1999) on trajectories of participation, particularly Personal Action Potency. By combining the resulting analytic framework with an adapted version of Kirkpatrick’s (1994) established evaluation model, a theoretically-driven, practicable evaluation matrix is developed. The matrix is capable of evaluating the impact of pedagogic input on practice change. The paper models a process for developing a conceptual framework to steer pedagogic evaluation. Such a process and the resulting matrix have the potential to be of use to other researchers who are similarly developing pedagogic evaluation.

This conceptual framework will be supplemented with preliminary data that has been collected at various time points throughout the CPD programme.

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More information

Published date: September 2007
Venue - Dates: 1st European Interprofessional Education Network Conference, Kraków, Poland, 2007-09-11 - 2007-09-13

Identifiers

Local EPrints ID: 55745
URI: http://eprints.soton.ac.uk/id/eprint/55745
PURE UUID: a9b12c6e-37ad-49b2-bd45-58c116b5ca28

Catalogue record

Date deposited: 05 Aug 2008
Last modified: 11 Dec 2021 17:46

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Contributors

Author: Jane Payler
Author: Edgar Meyer
Author: Debra Humphris

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