Promoting Consistency in IPE Reporting to Encourage Replicability, Reproducibility, and Generalizability: Interrogating an Initial List of Variables Derived from the Literature
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  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 ; to determine the strengths, weaknesses, and gaps in the list; and to collaboratively develop next steps that will support the advancement of interprofessional science.
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.
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.
 Fink LD. Creating significant learning experiences: An integrated approach to designing college courses. John Wiley & Sons; 2013 Jul 31.
 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.
In support of improving patient care, this activity is planned and implemented by The National Center for Interprofessional Practice and Education Office of Interprofessional Continuing Professional Development (National Center OICPD). The National Center OICPD is accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC) to provide continuing education for the healthcare team.
As a Jointly Accredited Provider, the National Center is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. The National Center maintains responsibility for this course. Social workers completing this course receive continuing education credits.
The National Center OICPD (JA#: 4008105) is approved by the Board of Certification, Inc. to provide continuing education to Athletic Trainers (ATs).
This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credit for learning and change.
Physicians: The National Center for Interprofessional Practice and Education designates this live activity for AMA PRA Category 1 Credits™. Physicians should only claim credit commensurate with their participation.
Physician Assistants: The American Academy of Physician Assistants (AAPA) accepts credit from organizations accredited by the ACCME.
Nurses: Participants will be awarded contact hours of credit for attendance at this workshop.
Nurse Practitioners: The American Academy of Nurse Practitioners Certification Program (AANPCP) accepts credit from organizations accredited by the ACCME and ANCC.
Pharmacists and Pharmacy Technicians: This activity is approved for contact hours.
Athletic Trainers: This program is eligible for Category A hours/CEUs. ATs should claim only those hours actually spent in the educational program.
Social Workers: As a Jointly Accredited Organization, the National Center is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. The National Center maintains responsibility for this course. Social workers completing this course receive continuing education credits.
IPCE: This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credits for learning and change.
Learners can claim CE credit by completing the Daily Evaluation.