Reflective activities were explicitly reported in 23 articles as a strategy to help students process their IPP learning¶

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? Twenty-three articles explicitly reported the use of reflective activities to help students process their responses to and learnings from the IPP experience. → 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 teaching and learning strategies in IPP education initiatives. The review reports reflective activities in 23 of the 100 included articles as a means for students to process responses and learnings from the experience.

"In addition, 23 of the articles explicitly reported the use of reflective activities to further help students process their responses to and learnings from the experience [57, 61, 63, 65, 71, 77, 78, 83, 87, 101, 106, 108, 110, 112, 115, 117, 118, 131, 134, 136, 139, 140, 145]."

Discussion¶

Related Claims¶

• IPP education initiatives employed varied teaching and learning strategies, but few initiatives utilized a full experiential learning cycle — related
• Only eight of 43 theory-informed IPP education initiatives used an EL-specific theory or model (KELT or the Leicester Model) — related
• The scoping review included 100 articles from 12 countries describing EL strategies for IPP education initiatives in three typologies of literature — a broader claim this one bears on