Adapting the learning environment of a first year interprofessional module towards collaborative-ready graduates.

Background: There has been a global call for a more collaborative workforce to combat the complex healthcare challenges experienced in societies. As a result, health professions education has amended their curricula to include interprofessional education as a strategy to allow students to learn from, with and about each other across disciplines during their training. It is imperative to review the learning environment of these interprofessional modules. To determine the learning environment for the acquisition of the interprofessional core competencies, there needs to be an understanding of the changes to the module, and the impact it has on student performance over a selected period.

Objective: This study aimed to determine how have the changes to the material dimension of the learning environment for first-year students in an IPE curriculum promoted student learning.

Methods: A document analysis research design was used to extract data over a two-year period. An adaptation of the Context, Input, Process, Product and Outcomes evaluation model was to determine how changes to the learning environment of students registered for a first year interprofessional module, promoted learning.

Results: The findings reveal that curriculum changes made to the location and setting can yield improvements in the development and enhancement of the selected interprofessional education core competencies.

Conclusion: This study concludes that in alignment with the learning styles of the 21st century student, curriculum development should include an enhanced form of deeper learning in the light of the fourth industrial revolution.