IPP education initiatives employed varied teaching and learning strategies, but few initiatives utilized a full experiential learning cycle¶

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? Despite a variety of employed strategies such as small interprofessional student groups, team huddles, direct provision of care, and reflective activities, few initiatives utilized a full EL cycle. → 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-level synthesis of teaching and learning strategies across the 100 included articles. The review reports that strategies ranged from small interprofessional groups to reflective activities, "but few initiatives utilized a full EL cycle."

"A variety of teaching and learning strategies were employed, such as small interprofessional groups of students, team huddles, direct provision of care, and reflective activities, but few initiatives utilized a full EL cycle."

Discussion¶

Related Claims¶

• Reflective activities were explicitly reported in 23 articles as a strategy to help students process their IPP learning — related
• Only eight of 43 theory-informed IPP education initiatives used an EL-specific theory or model (KELT or the Leicester Model) — related
• Small interdisciplinary teamwork was the most widely reported teaching strategy, explicitly reported in 62 articles — related
• The scoping review included 100 articles from 12 countries describing EL strategies for IPP education initiatives in three typologies of literature — related