Evaluating learning environments for interprofessional care

Abstract

Many institutions have invested considerably in the provision of student facilities – lecture halls, tutorial rooms and classrooms – spaces we call collectively learning environments. In expending resources on such facilities, we have assumed that we have needed to create this range of spaces for such activities. However, how do we know we have invested wisely in support of learning for interprofessional care? In this article I review the literature to identify evidence in a range of fields, including health care, to consider the issues and difficulties of employing established approaches from practices of evidence-based design. Central in this article is the role of evidence in the assessment of learning environments. In particular, I argue that the evidence must include qualitative dimensions of the learning experience. To address the qualitative outcomes from education, with particular attention to the concerns of interprofessional education, a model is proposed to examine different levels of outcomes. By developing an interpretation of Kirkpatrick’s model, four levels are described for the effective evaluation of interprofessional learning environments.

• Collective learning
• evaluation research
• interprofessional learning
• interprofessional practice
• work-based learning

Notes

¹Case study examples of POEs at these three levels can be found in Preiser, Rabinowitz, & White (1988).