From the June 2006 issue of the Journal of Interprofessional Care: [full text by subscription]
Stone N. Evaluating interprofessional education: The tautological need for interdisciplinary approaches. J Interprof Care 2006;20:260-275.
Abstract: This paper explores some issues associated with evaluating interprofessional education (IPE) programs. It proposes options that harness the synergy made possible through interdisciplinary and multi-method approaches. Both qualitative and quantitative research approaches are suggested. It is argued that traditional, control group experimental designs may not be adequate, appropriate or reasonable as the sole means of evaluating interprofessional education. The example of the four-year Rural IPE (RIPE) project, from southeastern Australia, is provided to suggest ways to identify indicators and implement features of successful IPE programs. It offers an interdisciplinary approach to measuring the effectiveness of IP programs. A particular focus is the use of self-assessment to both monitor and promote structured reflective learning and practice. Sample triangulatory data are presented from a range of evaluation methods collected from the RIPE project. The results suggest evidence of some significant educational gains as a result of this intervention. The data, the methods and the analyses may be useful for others interested in implementing or strengthening interprofessional education. The paper suggests a judicious, customized and balanced blend of methods and methodologies may offer more useful ways forward than relying on single method controlled studies which are, in any case, rarely feasible.
Kwan D, Barker KK, Austin Z, Chatalalsingh C, Grdisa V, Langlois S, Meuser J, Moaveni A, Power R, Rennie S, Richardson D, Sinclair L, Wagner SJ, Oandasan I. Effectiveness of a faculty development program on interprofessional education: A randomized controlled trial. J Interprof Care 2006;20:314-316.
Excerpt: Evidence of the effectiveness of interprofessional education (IPE) is largely untested. In particular, assessing the best model for educating clinical faculty about IPE and whether it impacts their teaching remains a challenge. The IPE literature recognizes that skilled, knowledgeable, interprofessional faculty facilitators are integral for the successful implementation of IPE interventions. For collaborative practice (CP), however, there are gaps in our educational knowledge base. First, the literature falls short in outlining how faculty should learn how to teach interprofessional collaborative practice. Second, the literature offers little in the way of empirical accounts of the effectiveness of these sparse descriptions for faculty development. The goal of this study is to assess the effectiveness of education in IPE for clinical faculty who teach and practice in clinical settings. The primary objective is to measure the effectiveness of a Faculty Development Program on Interprofessional Education (FDP-IPE) on the faculty’s knowledge, skills, attitudes (KSA) related to teaching IPE for collaborative practice.
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