Evaluations of IPP experiential learning spanned student learning outcomes, initiative evaluations, and other outcomes such as client satisfaction¶

Claim · All claims
Evidence · 1 study · review r2 · q3
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Evaluated outcomes fell into three broad categories: student learning outcomes, evaluation of IPP education initiatives, and other outcomes not specific to EL such as client satisfaction and stakeholder perceptions. → Nagel Daniel A. 2024

Evidence¶

Nagel Daniel A. 2024¶

Nagel Daniel A., Penner Jamie L., Halas Gayle, Philip Mark T., Cooke Carol A. (2024). Exploring experiential learning within interprofessional practice education initiatives for pre-licensure healthcare students: a scoping review. BMC Medical Education. https://doi.org/10.1186/s12909-024-05114-w

q3 · i? · review · r2

Review synthesis of evaluation practices across included articles. The review categorized evaluated outcomes into student learning outcomes, evaluation of the IPP education initiatives themselves, and other evaluated outcomes such as client satisfaction and stakeholder perceptions.

"A range of perspectives and outcomes related to the experiential education initiatives were evaluated and presented in the literature. We broadly categorized these as: a) evaluation of student learning outcomes; b) evaluation of IPP education initiatives; and c) other evaluated outcomes."

Discussion¶

Related Claims¶

• The scoping review included 100 articles from 12 countries describing EL strategies for IPP education initiatives in three typologies of literature — related
• The reviewed competency assessments can be classified into three categories: broad assessments, narrow assessments, and unclear or unspecified assessments. — a narrower finding that bears on this claim
• Only eight of 43 theory-informed IPP education initiatives used an EL-specific theory or model (KELT or the Leicester Model) — related