Promoting Consistency in IPE Reporting to Encourage Replicability, Reproducibility, and Generalizability: Interrogating an Initial List of Variables Derived from the Literature

Seminar Description: 
Problem Statement: Replicability and generalizability of interprofessional education (IPE) outcomes is hampered by inconsistent reporting of IPE characteristics/variables and limited multi-institutional studies. Assuming single site studies continue to be highly represented in published literature, it is critical to advocate for a solution which supports replicability and allows researchers to account for variability in learning environments across institutions.

Background: A team of researchers from 8 institutions/organizations in the US took the first steps in tackling this issue by conducting a search of published systematic reviews, meta-analyses, literature reviews, and consensus reports on IPE to identify variables represented in the literature. Nine individuals independently reviewed assigned articles, and each article was reviewed by two different individuals. The team used Fink’s framework for course design [1] to categorize variables included in each article, noting nuances and differences in terminology. Four broad categories of variables are represented: identifying situational factors (with 5 sub-categories), identifying learning goals, formulating assessment procedures, and selecting effective learning activities. The final list of 42 variables was reviewed by the entire team to ensure agreement.

Purpose: The purposes of this seminar are to share the recently-published set of IPE variables represented in existing literature [2]; to determine the strengths, weaknesses, and gaps in the list; and to collaboratively develop next steps that will support the advancement of interprofessional science.

Learning Objectives:
As a result of this seminar, participants will be able to:
1) Describe the importance of comparative studies in IPE research
2) Identify variables not included in the 42 item list that are unique to IPE.
3) Identify IPCP variables specific to clinical settings.
4) Discuss how consistent reporting of IPE characteristics/variables can support the goal of producing collaborative practice ready learners.

Seminar Agenda:
15 minutes - Presenters introduce the problem, the study that led to the published set of IPE variables, and share the variables list.
20 minutes - Small group breakout room activities
Activity 1: Most of the variables identified in the literature relate to education in general and are not necessarily specific to IPE. Discuss how IPE is different than other educational experiences. Using Google docs or Jamboard, collaboratively develop a list of characteristics that vary across IPE learning experiences/environments and are not currently reflected in the variables.
Activity 2: Compare and contrast how these characteristics relate to non-educational settings (i.e., interprofessional collaborative practice).
20 minutes - Large group debrief: Each group shares one variable in round-robin fashion until no new ideas remain. Discuss how varying characteristics of the learning environment relate to producing collaborative ready learners.
5 minutes - Discuss next steps for this research and wrap up.

References
[1] Fink LD. Creating significant learning experiences: An integrated approach to designing college courses. John Wiley & Sons; 2013 Jul 31.
[2] Gunaldo TP, Blakeney EA, Blue AV, Kirkpatrick AJ, Lockeman K, Nickol D, Schiavo J, Schrader S, Zorek J, Dow A. Identification of interprofessional education variables to support replicability and generalizability of scholarly outcomes. Journal of Interprofessional Education & Practice. 2023 Feb 6:100610.