Identification of interprofessional education variables to support replicability and generalizability of scholarly outcomes

Inconsistent reporting of IPE study variables hampers replicability and generalizability of interprofessional education (IPE) research. The purpose of this review was to develop an evidence-based list of IPE variables that allows researchers to account for variability in learning environments and ou...

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Bibliographic Details
Published in:Journal of interprofessional education & practice 2023-06, Vol.31, p.100610, Article 100610
Main Authors: Gunaldo, Tina P., Blakeney, Erin Abu-Rish, Blue, Amy V., Kirkpatrick, Amanda J., Lockeman, Kelly, Nickol, Devin, Schiavo, Julie, Shrader, Sarah, Zorek, Joseph, Dow, Alan
Format: Article
Language:English
Subjects:
Interprofessional education
Interprofessional science
Replicability
Rigor
Systematic review
Variables
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Summary:Inconsistent reporting of IPE study variables hampers replicability and generalizability of interprofessional education (IPE) research. The purpose of this review was to develop an evidence-based list of IPE variables that allows researchers to account for variability in learning environments and outcomes across institutions. A systematic database search was conducted, narrowing to 17 relevant IPE articles. IPE terms were identified in each article. A final list of variables was agreed upon and categorized using Fink's guide for significant learning experiences. Forty-three variables were identified and classified into the four categories: identifying situation factors, identifying learning goals, formulating assessment procedures, and selecting effective learning activities. An IPE variable list was developed for consistent activity reporting by educators and researchers. Implementation and subsequent refinement of these variables would assist in establishing a format for reporting of IPE scholarly work that better supports the advancement of interprofessional science.
ISSN:2405-4526
2405-4526
DOI:10.1016/j.xjep.2023.100610