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Interprofessional Education: Theories, Models, & Frameworks

This guide is intended to help clinicians, students, instructors, and any individuals interested in Interprofessional Education (IPE) to find the content and resources you require.

IPE Theories, Frameworks, & Models

Theories, models and frameworks help to ground IPE and IPC in a way that allows one to explain (theories), use steps or processes (models), or provides a structure for a system or concept that acts as a guide (framework). Below are specific definitions to differentiate the three.

Theory - Theories describe, explain, predict or control the phenomenon under study. Theories are linked to models and frameworks (Brathwaite, 2002).

Framework - Conceptual frameworks consist of statements that link abstract concepts to empirical data and together they provide a comprehensive understanding of a phenomeon or phenomena; they provide a theoretical overview of intended research and order within that process. They include ontological, epistemological, and methodological assumptions, with each concepts within the framework playing an ontological or epistemological role (Jabareen, 2009; Leshem & Trafford, 2007).

Model - Models are used to represent or explain the operation and mechanism of something else (Model vs. Framework, 2013)

There are a variety of theories, models and frameworks that apply to IPE and IPC and can help teams better understand the building blocks, processes and structures needed for an effective team. 

Theories

IPE Curriculum Design

Here are examples of IPE theories that helped shape IPE curriculum delivery and research (Hean et al., 2018):

Planning, management, and governance 

  • Appreciative Inquiry
  • Complexity theory
  • Theories of organizational change

Faculty/facilitator/teacher development

  • Cognitive dissonance
  • Contact hypothesis & adult learning theory
  • Psychosocial transition theory & social/professional identity

Learning outcomes

  • Cultural theory, cultural competence, and developmental model of intercultural sensitivity
  • Open systems theory
  • Self-efficacy (health belief model; socio-cognitive theory)

Learning activities

  • Constructivist theories
    • Adult learning theory, problem-based learning/case-based learning
    • Kolb's learning cycle/experiential learning/reflection in and on action
    • Constructivist learning theory, concepts of assimilation and accommodation, and tension triangles
  • Social constructionist theories
    • Socio-cultural learning/socio-cognitive theory

Assessment

  • Idea dominance, knot-working, tension triangle, and situational awareness

Evaluation

  • Professional identity/social identity and intergroup differentiation, professionalism, and professional socialization
  • Social learning/community of practice
  • Discourse analysis
  • Activity theory

Additional Links:

Frameworks

Models

Specific Models

Sample Articles

References

1. Brathwaite, A. (2002). Selection of a Conceptual Model/framework for Guiding Research Interventions. Internet Journal of Advanced Nursing Practice, 6.

2. Leshem, S., & Trafford, V. (2007). Overlooking the conceptual framework. Innovations in Education and Teaching International, 44(1), 93–105. https://doi.org/10.1080/14703290601081407

3. Jabareen, Y. (2009). Building a Conceptual Framework: Philosophy, Definitions, and Procedure. International Journal of Qualitative Methods, 8(4), 49–62. https://doi.org/10.1177/160940690900800406

4. Difference Between Model and Framework. (n.d.). Compare the Difference Between Similar Terms. Retrieved June 14, 2022, from https://www.differencebetween.com/difference-between-model-and-vs-framework/

5. Hean, S., Green, C., Anderson, E., Morris, D., John, C., Pitt, R., & O’Halloran, C. (2018). The contribution of theory to the design, delivery, and evaluation of interprofessional curricula: BEME Guide No. 49. Medical Teacher, 40(6), 542–558. https://doi.org/10.1080/0142159X.2018.1432851

6. Hean, S., Craddock, D., & Hammick, M. (2012). Theoretical insights into interprofessional education: AMEE Guide No. 62. Medical Teacher, 34(2), e78-e101. https://doi.org/10.3109/0142159X.2012.650740

‌7. Sargeant, J. (2009). Theories to aid understanding and implementation of interprofessional education. Journal of Continuing Education in the Health Professions, 29(3), 178–184. https://doi.org/10.1002/chp.20033

8. Nagelkerk, J., Coggan, P., Pawl, B., & Thompson, M. E. (2017). The Midwest Interprofessional Practice, Education, and Research Center: A regional approach to innovations in interprofessional education and practice. Journal of Interprofessional Education & Practice, 7, 47–52. https://doi.org/10.1016/j.xjep.2017.02.001

9. Noureddine, N., Hagge, D., Brady, D., & Ofstad, W. (2016). Interprofessional Education: The CA-IPERA Model for Learning. International Journal of Nursing & Clinical Practices, 3(1). https://doi.org/10.15344/2394-4978/2016/197

‌10. Bridges, D., Davidson, R.A., Odegard P.S., Maki, I.V., & Tomkowiak J. Interprofessional collaboration: three best practice models of interprofessional education. Medical Education Online, 16(1). https://doi.org/10.3402/meo.v16i0.6035

‌11. Grace, S. Models of interprofessional education for healthcare students: a scoping review. Journal of Interprofessional Care, 35(5), 771-783. https://doi.org/10.1080/13561820.2020.1767045