Programmatic evaluation of interprofessional education: a quality improvement tool

Figures & data

Table 1. Curriculum and quality framework for Interprofessional Education (IPE) at Otago.

Element of quality Framework	Functions
IPE Centre	The IPE Centre implements IPE vision, strategy, and Quality Framework: Managing the Otago IPE Register to register and accredit: IPE learning activities (LAs) Student participation and attainment in successive LAs Supporting staff contribution to IPE so this is recognised/rewarded Evaluating IPE LAs, curriculum, student and staff IPE experiences
IPE curriculum	An integrated longitudinal IPE curriculum is developed for pre-registration students and: Fits institutional complexity and regulatory requirements of each discipline Is adaptive, responsive, and sequential over multi-year courses of study Progressively builds interprofessional competence through discrete but related IPE LAs at distinct levels of learning: IPE Exposure – case-based IPE Engagement – simulation, community or hospital visits IPE Immersion – clinical-workplace-based
IPE competency domains^a	Selected IPE competency domains (incorporating intended learning outcomes (ILOs)) underpin assessment in IPE learning activities: Interprofessional communication Role clarification and appreciation Reflective practice, incorporating interprofessional principles, values, ethics Teamwork and team functioning, including conflict negotiation and resolution Collaborative leadership and followership Interprofessional coordination and shared decision-making
IPE LA credits system	Students participate in several LAs over the course of their degree to accumulate credits based on LA IPE workload hours, complexity of learning, and competencies In future, the IPE Register aims to capture students’ IPE LA credits for their permanent academic record^a

^aIPE = Interprofessional Education competency domains listed are those ratified by the University of Otago.

^bILO = intended learning outcome; IPE = interprofessional education; LA = learning activity.

Table 2. Features of accreditation tool (using REDCap).

Section	Data collected	Quality-improvement function
Preliminary information Includes process/tool guidance	Purpose of submission (accreditation/annual reporting/reaccreditation) IPE learning activity (LA) name Contact information	Flexible-use tool for all purposes facilitates user-familiarity, pre-population (after first accreditation), data currency/accuracy IPE network maintenance
LA overview Includes Quality Framework guidance	Aim Enrolment type (integral, elective, mixed) Learning structure Competency domains and their intended learning outcomes (ILOs)	Quality assurance (QA) of constructive alignment between aim, competency domains/ILOs/assessment/evaluation – step 1
Teaching team	Disciplinary and institutional affiliations (including external partners) Staff numbers and workload hours	Network maintenance Monitoring of workload allocation
Students	Disciplinary and institutional affiliations (including external partners) Student numbers	Monitoring of student participation information – total and by cohort
LA points/credits information Includes points-calculation guidance	Student workload hours – points component 1 LA complexity level – component 2 Competency domains covered by ILOs – component 3	Automated translation of points into LA credits value Constructive alignment QA – step 2
Assessment	Formal and informal assessment methods	Automated clustering of ILOs into competency domains Standardised assessment categories for selection Constructive alignment QA – step 3
Evaluation	Evaluation choices/methods Ethics approvals Annual reporting, including evaluation outcomes	Monitoring of suitable evaluation Reinforcement of research ethics observance Constructive alignment QA – step 4 Continuous improvement feedback loop
Operations	LA sustainability and funding plan Annual delivery dates	Resource planning
Sign-off	Confirmed accreditation undertakings User feedback opportunity	QA of tool (fitness, user comprehension, technical/design issues)

ILO = intended learning outcome; LA = learning activity; QA = quality assurance.