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

Hean, S., Green, C., Anderson, E., Morris, D., John, C., Pitt, R. and O`Halloran, C., 2018. The contribution of theory to the design, delivery, and evaluation of interprofessional curricula: BEME Guide No. 49. Medical teacher, 40 (6), pp. 542-558.

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THE CONTRIBUTION OF THEORY TO THE DESIGN THE CONTRIBUTION OF INTERPROFESSIONAL CURRICULA.pdf - Accepted Version
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DOI: 10.1080/0142159X.2018.1432851

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.

Item Type:Article
ISSN:0142-159X
Additional Information:This work was supported by Bournemouth University Seed Corn Funding.
Uncontrolled Keywords:Theory; Teaching & Learning, Multiprofessional; Curriculum
Group:Faculty of Health & Social Sciences
ID Code:30232
Deposited By: Unnamed user with email symplectic@symplectic
Deposited On:09 Feb 2018 15:10
Last Modified:07 Aug 2018 11:56

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