Extending conceptual understanding: How interprofessional education influences affective domain development

Stephens, Melanie; Ormandy, Paula

Abstract

Background:
Interprofessional learning (IPL) can influence affective domain development of students, through teaching activities that facilitate learning with, from and about other professions. Current quantitative evidence offers limited explanation of how this learning is achieved within IPL programmes. This original paper tests a conceptual framework drawn from theories on IPL and affective domain development (attitudes, values and behaviours) to explain what works for whom, when and in what circumstances.

• Journal Article Type: Article
• Online Publication Date: Mar 13, 2018
• Publication Date: Mar 13, 2018
• Deposit Date: Jul 25, 2025
• Print ISSN: 1356-1820
• Electronic ISSN: 1469-9567
• Publisher: Taylor and Francis
• Peer Reviewed: Peer Reviewed
• Volume: 32
• Issue: 3
• DOI: https://doi.org/10.17866/rd.salford.5977123.v1
• Publisher URL: https://salford.figshare.com/articles/journal_contribution/Extending_conceptual_understanding_How_interprofessional_education_influences_affective_domain_development/5977123