Lack of theory: Educational malpractice.

Abstract

Author: S. Hean This presentation supports the need for theory in the practice of interprofessional education highlighting the meaning of theory and the risks we run if we do not theoretically underpin our actions. I review the development of theory in IPE historically over the past decade, the increasing theoretical rigor that is now apparent in the field and the communities of practice that have arisen in this area. I highlight a range of theories that can be applied to IP education and explore how these may be applied and in what contexts, whether it be in the description of IP education on paper, in its delivery or in the development of student learning. I also focus on ways in which researchers and educators alike can assess theoretical quality in IP education and research. The presentation concludes with the use of social capital as a case study theory to illustrate the above, demonstrating the use of this theory in guiding our understanding of IP education, guiding its development and that of the faculty that deliver it, as well as the way we might use it to assess student learning and curriculum effectiveness. The presentation emphasizes the importance of theory to IP education and shows how and where theory may be applied to improve the effectiveness of IP education.