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Title: Evaluating interprofessional education: An important step to improving practice and influencing policy
Authors: Anderson, Elizabeth S.
First Published: 13-Oct-2016
Publisher: Elsevier
Citation: Journal of Taibah University Medical Sciences, 2016, 11 (6), pp. 571-578
Abstract: The introduction of interprofessional education (IPE) into a professional curriculum requires thorough evaluation not only to guide educators concerning the quality of learning but also to report to professional bodies and influence policy. More work is needed to add to the growing evidence base, particularly with respect to aligning with a suite of claims for IPE. This can result in transformations in student attitudes and behaviours towards positive changes in service design and delivery to advance patient care. The steps for a robust evaluation are outlined within the context of moving from start-up pilot studies to programme evaluations in which IPE is a component of a professional curriculum. Beginning requires remaining mindful of the place of theory in forming frameworks and testing hypotheses while organisational and practical issues such as ethical considerations must be firmly in place. The need for addressing the gaps within the evidence base is considered.
DOI Link: 10.1016/j.jtumed.2016.08.012
eISSN: 1658-3612
Version: Publisher Version
Status: Peer-reviewed
Type: Journal Article
Rights: Copyright © the authors, 2016. This is an open-access article distributed under the terms of the Creative Commons Attribution-Non Commercial-No Derivatives License (, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.
Appears in Collections:Published Articles, Dept. of Medical and Social Care Education

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