Interprofessional learning in acute care: Developing a theoretical framework

Abstract

There are a number of adult learning theories that have been used to inform IPE delivery (e.g. Kolb's theory of experiential learning), and one of the most important to emerge in recent times has been the contact theory or contact hypothesis, which looks at the outcomes when two differing groups of health care professionals are brought together. The team responsible for the development of an acute care IPE programme called Student Management of Acute illness Recognition and Treatment (SMART(TM)) set out to incorporate the most up to date educational theory into the programme. Following an extensive review of the literature, it was decided to adopt a blended theoretical approach, involving a combination of 'contact theory' and 'scaffolding', supported by interprofessional facilitation. It was clear that there were a number of enabling factors that could be incorporated into any IPE programme. These were the educational setting, group characteristics (group size, balance and stability), quality of IPE facilitation and opportunities for informal learning. Although the contact theory provides us with a better understanding of interprofessional groups, an understanding of how the organised contact of different professional groups of students helps to reduce intergroup prejudice and improve intergroup relations is still required.