%0 Journal Article
%T Qualitative evaluation of interprofessional learning initiatives in practice: application of the contact hypothesis
%A Penny J. Furness
%A Helen R. Armitage
%A Richard Pitt
%J International Journal of Medical Education
%D 2012
%I IJME
%R 10.5116/ijme.4f94.8831
%X Objectives: The evaluation aimed to explore reactions to, learning from and the perceived impact and sustainability of practice-based interprofessional learning initiatives established by The Trent Universities Interprofessional Learning in Practice project. Methods: The evaluation had a qualitative design and was guided by Kirkpatrick's evaluation framework. Facilitators, managers, practitioners, students and service users were invited to participate. This article focuses upon three of the project's practice-based interprofessional initiatives. Fifteen participants were interviewed about their experiences of, and opinions about, the initiative in their practice setting. A thematic analysis was conducted, following which findings were considered through the lens of the 'contact hypothesis' a theoretical framework which sets out variables purported to influence the success of inter-group contact. Results: Seven themes were identified. Four derived from Kirkpatrick's framework: reaction, learning, impact and sustainability. Initial reactions were positive; however learning and impact were considered minimal, and sustainability unlikely. The evaluation revealed significant problems in developing successful, sustainable, service user-focused interprofessional learning opportunities in these three sites. Three final themes were based upon contact hypothesis variables which helped elucidate the disappointing outcomes: organisational support, positive expectations, and co-operation/working together. Conclusions: Results offer insights which could help medical education establishments and their practice partners develop successful practice-based interprofessional learning initiatives for students in the future. Initiatives should be designed to meet local working practices and opportunities; there should be an awareness that change is challenging and time-consuming; and preparation of and support in host organisations at all levels should be a priority.
%K interprofessional learning in practice
%K evaluation
%K contact hypothesis
%K interviews
%U http://www.ijme.net/archive/3/interprofessional-learning-in-practice-and-the-contact-hypothesis.pdf