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Evaluating an Interprofessional Education Curriculum: A theory-informed approach

Anderson, E.; Smith, R.; Hammick, M.

Evaluating an Interprofessional Education Curriculum: A theory-informed approach Thumbnail


E. Anderson

M. Hammick


Background: This paper retrospectively reports on an evaluation framework applied to a local interprofessional education (IPE) curriculum design. The theoretically informed IPE curriculum spans the undergraduate health and social care programmes of over 10 professions as a curriculum theme. The teaching design and its impact were informed by psycho-social and learning theories. Aims: This meta-analysis is presented to share the importance of longitudinal IPE, whole curriculum evaluation for comparisons and to advance our understandings of what works and why. Method: The meta-analysis used the Presage, Process and Product conceptual framework outlined by Biggs in 1993, and the Kirkpatrick in 1996, evaluation outcome model. Data are shared on the final overall learning from evaluating the teaching and the outcomes from students, teachers, practitioners, patients and carers. Results: The evaluation highlighted cyclical issues relating to students experiences, facilitators abilities and highlights the challenges of learning in practice which was highly praised by students. The problems and challenges were solved through the application of theory to illuminate our understandings. Conclusion: We lament at missed opportunities for the application of theoretically informed research questions that still require to be addressed. However, we share this framework as having offered a complete and comprehensive evaluation process.


Anderson, E., Smith, R., & Hammick, M. (2016). Evaluating an Interprofessional Education Curriculum: A theory-informed approach. Medical Teacher, 38(4), 385-394.

Journal Article Type Article
Acceptance Date Apr 29, 2015
Online Publication Date Jun 16, 2015
Publication Date Apr 2, 2016
Deposit Date May 27, 2015
Publicly Available Date Jun 16, 2016
Journal Medical Teacher
Print ISSN 0142-159X
Electronic ISSN 1466-187X
Publisher Taylor and Francis Group
Peer Reviewed Peer Reviewed
Volume 38
Issue 4
Pages 385-394


Accepted Journal Article (592 Kb)

Copyright Statement
This is an Accepted Manuscript of an article published by Taylor & Francis Group in Medical Teacher on 12/06/2015, available online at:

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