| dc.description.abstract | Aim: This paper addresses the challenge of translating educational theory into practical application in clinical learning environments. It presents the development of a literature-informed tool designed to support interprofessional learning (IPL) during the postgraduate training of GP trainees in Dutch general practice. The framework of Bouw et al. (2018) was selected for its suitability for IPL in the clinical setting. The objective was to create a context-sensitive tool that enables GP trainees and their supervisors to explore and co-design learning opportunities for interprofessional collaboration in daily practice.
Methods: The tool was developed through a multi-phased process. The multidimensional educational framework of Bouw et al. (2018) served as the foundation for the process. First, a narrative review was conducted to identify contextual and literature insights on workplace-based IPL, interprofessional education (IPE), and interprofessional collaboration (IPC). The analysis and categorisation were based on the dimensional categorisation of Bouw et al. (2018) and their respective designable elements. From this we developed the first concept of the tool, along with its accompanying guide, in the second phase. Findings from the narrative review informed the structure and content of the tool's prototypes and the guide. Third, a practice-based lexicon was constructed by analysing transcripts of interviews with GP trainees and their supervisors. These expressions were integrated into the tool to ensure accessibility and recognisability. Finally, the tool and guide were finalised in the last phase through visual, linguistic, and content refinement.
Results: The result is a tool that enables GP trainees and supervisors to discuss and map out the opportunities for IPL in the learning environment. It is designed to encourage reflection on situated practices and facilitate the intentional shaping of learning opportunities. It offers structure to support the dialogue without prescribing solutions. It is a fillable, modular mind map serving as a boundary object. Each of its five sections corresponds to one of the dimensions of the learning environment identified in the framework: epistemic, spatial, instrumental, temporal, and social. The guide provides background, questions, and examples to facilitate joint reflection on the design of IPL in the work setting.
Conclusion: This project not only delivered a design tool but also presented a method for translating educational theory into a usable tool for clinical education. The contextual and linguistic adaptation to its intended public made it an accessible tool that promotes ownership of IPL in the learning environment. In doing so, this project contributes to the UMCU’s goal of strengthening interprofessional learning in everyday general practice. | |
