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

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.

Acknowledgments

The authors would like to thank Marilyn Hammick and the BEME committee for their ongoing support with this review.

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the article.

Notes on contributors

Prof. Sarah Hean, BSc, MSc, PhD, is a Professor of Social Sciences at Bournemouth University, UK and Principal Investigator and Coordinator at the University of Stavanger of the COLAB consortium an EU funded MCA RISE program aiming to improve collaborations between criminal justice and welfare services (2017–2021). She has expertise in interprofessional education (IPE), collaborative practice between the mental health and criminal justice systems, interagency practice in general, practice development, and interprofessional education.

Dr. Christopher Green, PhD, RN, SFHEA, has led and contributed to interprofessional learning and scholarship in education and practice settings. He leads the MSc in Medical and Clinical Education at the University of Essex and co-chairs a BEME International Collaborating Centre consortium that generates and supports evidence syntheses and reviews in health professions education.

Prof. Elizabeth Anderson, PhD, BSc (Hons), SRN, SCM, HV, PGC in HE, is a Professor of Interprofessional Education at Leicester Medical school where she also leads on patient safety. She is a Fellow of the UK Centre for the “Advancement of Interprofessional Education and a National Teaching Fellow”.

Debra Morris, BA (Hons), MA, MLib, has contributed to interprofessional pedagogy and research as an academic librarian at the Hartley Library, University of Southampton, developing resources to support the work of the interprofessional course teams, learning facilitators, and students in their interprofessional learning.

Prof. Richard Pitt, MPhil, BA (Hons), Dip N (Lond), Cert Ed, FETCert, RGN, RMN, FHEA, is current Chair for the Centre for the Advancement of Interprofessional Education (CAIPE) actively promoting the Values and Aims of CAIPE with Regulatory, and Professional Bodies, Higher Education Institutions; Public, National, and International organizations.

Dr. Carol John, BM, DRCOG, DOccMed, is a trained GP by profession and holds a position of lecturer at the Anglo European Chiropractic College in the UK. She has a strong interest in IPE especially that which involves chiropractic students.

Dr. Cath O’Halloran, PhD, MSc, Cert.Ed, DPodM, retired as Acting Dean of the School of Human & Health Sciences in 2017. She is a podiatrist by professional background and her career profile reflects her interest in healthcare workforce development and inter-professional education.

Additional information

Funding

This work was supported by Bournemouth University Seed Corn Funding.