Application of constructivism and cognitive flexibility theory to build a Comprehensive, Integrated, Multimodal Interprofessional Education and Practice (CIM-IPEP) program

Interprofessional Education (IPE) is challenging to implement and assess due to barriers preventing interprofessional communication, inadequately defined accreditation criteria, ambiguous professional roles and responsibilities, and the inherently "ill-structured" educational construct of...

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Bibliographic Details
Published in:Journal of interprofessional care 2022-05, Vol.36 (3), p.428-433
Main Authors: Malhotra, Ashim, Yang, Catherine, Feng, Xiaodong
Format: Article
Language:English
Subjects:
Ambiguity
Cognitive flexibility
cognitive flexibility theory
Constructivism
Continuity of care
Curricula
Educational theory
Experiential learning
Fidelity
Ill-structured domain
Interdisciplinary aspects
Interdisciplinary education
Interprofessional education
ipe modeling
Medical education
Multidisciplinary teams
Multimodality
Nursing education
Occupational roles
Patient communication
Pharmacy
Professional practice
Psychology
Repetition
Simulation
Teaching
Teams
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Summary:Interprofessional Education (IPE) is challenging to implement and assess due to barriers preventing interprofessional communication, inadequately defined accreditation criteria, ambiguous professional roles and responsibilities, and the inherently "ill-structured" educational construct of IPE. To address these gaps, a novel c omprehensive, i ntegrated, and m ultimodal interprofessional education and practice (CIM-IPEP) curriculum involving students from pharmacy, medicine, psychology, and nursing professional degree programmes was created. CIM-IPEP was carefully designed based on cognitive flexibility theory (CFT) to reinforce the complexities associated with teaching and learning for multi-faceted and dynamic domains such as IPE. CFT emphasises pluralistic representation, repetition, and cognitive layering in experiential learning for ill-structured domains. Thus, CIM-IPEP was vertically and horizontally aligned within individual colleges and included diverse IPE experiences in required courses such as Foundations of IPE, and high-fidelity simulation events, culminating in an IPE-Hotspotting elective, which exposed learners to real-world patient cases. Cases were presented in a format of increasing complexity emphasising the integration of foundational and skills-based learning using constructivist methods such as Team-Based and Case-Based Learning. CIM-IPEP offers a novel IPE model. Here we present a stepwise development and implementation blueprint for similar IPE programmes that is readily transferable to other health profession education (HPE) programmes.
ISSN:1356-1820
1469-9567
DOI:10.1080/13561820.2021.1900802