Evaluating interprofessional education: An important step to improving practice and influencing policy

The introduction of interprofessional education (IPE) into a professional curriculum requires thorough evaluation not only to guide educators concerning the quality of learning but also to report to professional bodies and influence policy. More work is needed to add to the growing evidence base, particularly with respect to aligning with a suite of claims for IPE. This can result in transformations in student attitudes and behaviours towards positive changes in service design and delivery to advance patient care. The steps for a robust evaluation are outlined within the context of moving from start-up pilot studies to programme evaluations in which IPE is a component of a professional curriculum. Beginning requires remaining mindful of the place of theory in forming frameworks and testing hypotheses while organisational and practical issues such as ethical considerations must be firmly in place. The need for addressing the gaps within the evidence base is considered