Journal of Research in Interprofessional Practice and Education https://jripe.org/index.php/journal The Journal of Research in Interprofessional Practice and Education (JRIPE) is an open access journal that disseminates theoretical perspectives, methodologies, and evidence-based knowledge to inform interprofessional practice, education, and research to improve health care delivery, quality of care, and health status for individuals, families, and communities. en-US <p>JRIPE publishes original research in Interprofessional Practice and Education. It allows authors to maintain copyright in exchange for a limited term exclusive license to make the article publicly available; followed by a permanent non-exclusive licence to continue making the article available to users; and the right to make the article available through databases. It asks for 50 percent of any commercial fees payable for usage. Authors may, at any time, archive the work on their own site or that of their institution. Authors must indemnify the journal against damage; obtain any necessary permissions; and attest to the article’s originality and legitimate legal status.</p><p>Users have the right to read, download, copy, distribute with the acknowledgement that this aricle was first published by the <em>Journal of Interprofessional Practice and Education</em>, print, search, or link to the full texts of the articles in this journal.</p> editor1@jripe.org (Hassan Soubhi, PhD) managing_editor@jripe.org (Marilyn Bittman) Thu, 01 Feb 2024 09:25:07 -0800 OJS 3.3.0.8 http://blogs.law.harvard.edu/tech/rss 60 Situating Interprofessional Education Curriculum within a Theoretical Framework for Productive Engaged Learning: Integrating Epistemology, Theory, and Competencies https://jripe.org/index.php/journal/article/view/355 <p>Interprofessional education (IPE) has a longstanding presence in the health and social care (HASC) professions, by which its sustainable implementation in HASC professional education has the potential to effectively prepare HASC professional students for interprofessional collaborative practice (IPCP). Implementation of IPE has increased over the last two decades with the emergence of a curriculum guided by constructivist epistemology and learning theories that emphasize demonstrating competence in practice. Nonetheless, since IPE first emerged in the early 1960s, most IPE initiatives have been sporadic and lacked guidance through theoretical underpinnings. This conceptual article first discusses why it is important to have theory drive HASC professional education. Next, it explores what is meant by curriculum, followed by a discussion on the importance of curriculum theory to HASC professional education processes. This article then illustrates the learning theories arising from behaviourist and constructivist epistemologies that inform curriculum theory in the HASC professions, with particular emphasis on how constructivist learning theories inform IPE. Lastly, the article proposes a theoretical framework for productive engaged learning through which IPE opportunities may be grounded, leading to student proficiency in interprofessional professional competencies (knowledge, skills, and dispositions), establishment of professional communities of practice, and eventual improvement of patient/client-oriented outcomes.</p> Mohammad Azzam, Anton Puvirajah Copyright (c) 2024 Journal of Research in Interprofessional Practice and Education https://jripe.org/index.php/journal/article/view/355 Thu, 01 Feb 2024 00:00:00 -0800