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The persistent difficulty of defining the mechanisms of interprofessional learning that can lead to collaborative behavior poses a challenge to evidence-based curricular design. To begin the process of building a framework for curricular development we used an inductive approach to better understand the lived experience of students engaged in an interprofessional activity. Utilizing methods from grounded theory, we analyzed reflective essays from an interprofessional classroom-based workshop for early learners at Case Western Reserve University. Students from four professional schools (medicine, nursing, social work, and dentistry) participated in facilitator guided small groups for an interactive, case-based, tabletop simulation workshop. Written reflections (N = 245) were collected, and a coding scheme was iteratively developed through constant comparison analysis in the review of a random subsample of essays (n = 19), and saturation was achieved in the second subset (n = 15). Second-order themes and four aggregate dimensions arose from the data. Aggregate dimensions were integrated into a proposed framework for the interprofessional learning process, including factors identified as necessary for the learning to occur. In this report, we describe the development of this preliminary framework, examine its components, and demonstrate potential utility in relation to established theory and research.

Back to basics for curricular development: A proposed framework for thinking about how interprofessional learning occurs