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Interprofessional education and collaborative practice curriculum development – a proposed validation process.

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Title: Interprofessional education and collaborative practice curriculum development – a proposed validation process.
Authors: Pitout, Hanlie (AUTHOR), Barnard-Ashton, Paula (AUTHOR), Adams, Fasloen (AUTHOR), du Toit, Sanetta (AUTHOR)
Source: Journal of Interprofessional Care. Mar/Apr2026, Vol. 40 Issue 2, p320-332. 13p.
Subjects: Interdisciplinary education, Interprofessional relations, Research funding, Course evaluation (Education), Questionnaires, Research evaluation, Descriptive statistics, Judgment sampling, Thematic analysis, Curriculum planning, Research methodology, Trust, Student attitudes, Delphi method
Geographic Terms: South Africa
Abstract: Validating an interprofessional education and collaborative practice (IPECP) curriculum prior to implementation is uncommon. A sound empirical investigation involving external and internal participants considered four criteria: relevance, consistency, practicality, and effectiveness, as part of an educational design research process to assess whether the proposed curriculum content was valid for the South African healthcare higher education context. Participants provided quantitative input on the four criteria on a visual analog scale (0–100) and qualitative comments to suggest improvements to the proposed curriculum. Descriptive statistics and deductive thematic analysis were used for data analysis. The participants lauded the proposed curriculum. Relevance generated strong agreement and consensus (m = 99, IQR = 6.75), with a lower, but still adequate, rating and consensus for practicality (m = 85.5, IQR = 25.75). The consistency and effectiveness, rated across years of study and streams, indicated in ratings and consensus with an increase across years of study from the first to the last year. Of the streams, the proposed Research and Ethics stream appeared to be the most problematic with moderate consensus (m = 90, IQR = 19.75). Curriculum validation before implementation illuminated concerns requiring refinement and strengthening responsive strategies to ensure a tailored implementation of the proposed curriculum. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Interprofessional Care is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Interprofessional education and collaborative practice curriculum development – a proposed validation process.
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  Data: <searchLink fieldCode="AR" term="%22Pitout%2C+Hanlie%22">Pitout, Hanlie</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Barnard-Ashton%2C+Paula%22">Barnard-Ashton, Paula</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Adams%2C+Fasloen%22">Adams, Fasloen</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22du+Toit%2C+Sanetta%22">du Toit, Sanetta</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Interprofessional+Care%22">Journal of Interprofessional Care</searchLink>. Mar/Apr2026, Vol. 40 Issue 2, p320-332. 13p.
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  Data: <searchLink fieldCode="DE" term="%22Interdisciplinary+education%22">Interdisciplinary education</searchLink><br /><searchLink fieldCode="DE" term="%22Interprofessional+relations%22">Interprofessional relations</searchLink><br /><searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22Course+evaluation+%28Education%29%22">Course evaluation (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Research+evaluation%22">Research evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Judgment+sampling%22">Judgment sampling</searchLink><br /><searchLink fieldCode="DE" term="%22Thematic+analysis%22">Thematic analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+planning%22">Curriculum planning</searchLink><br /><searchLink fieldCode="DE" term="%22Research+methodology%22">Research methodology</searchLink><br /><searchLink fieldCode="DE" term="%22Trust%22">Trust</searchLink><br /><searchLink fieldCode="DE" term="%22Student+attitudes%22">Student attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Delphi+method%22">Delphi method</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22South+Africa%22">South Africa</searchLink>
– Name: Abstract
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  Data: Validating an interprofessional education and collaborative practice (IPECP) curriculum prior to implementation is uncommon. A sound empirical investigation involving external and internal participants considered four criteria: relevance, consistency, practicality, and effectiveness, as part of an educational design research process to assess whether the proposed curriculum content was valid for the South African healthcare higher education context. Participants provided quantitative input on the four criteria on a visual analog scale (0–100) and qualitative comments to suggest improvements to the proposed curriculum. Descriptive statistics and deductive thematic analysis were used for data analysis. The participants lauded the proposed curriculum. Relevance generated strong agreement and consensus (m = 99, IQR = 6.75), with a lower, but still adequate, rating and consensus for practicality (m = 85.5, IQR = 25.75). The consistency and effectiveness, rated across years of study and streams, indicated in ratings and consensus with an increase across years of study from the first to the last year. Of the streams, the proposed Research and Ethics stream appeared to be the most problematic with moderate consensus (m = 90, IQR = 19.75). Curriculum validation before implementation illuminated concerns requiring refinement and strengthening responsive strategies to ensure a tailored implementation of the proposed curriculum. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Interprofessional Care is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=192006005
RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1080/13561820.2025.2609088
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 320
    Subjects:
      – SubjectFull: Interdisciplinary education
        Type: general
      – SubjectFull: Interprofessional relations
        Type: general
      – SubjectFull: Research funding
        Type: general
      – SubjectFull: Course evaluation (Education)
        Type: general
      – SubjectFull: Questionnaires
        Type: general
      – SubjectFull: Research evaluation
        Type: general
      – SubjectFull: Descriptive statistics
        Type: general
      – SubjectFull: Judgment sampling
        Type: general
      – SubjectFull: Thematic analysis
        Type: general
      – SubjectFull: Curriculum planning
        Type: general
      – SubjectFull: Research methodology
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      – SubjectFull: Trust
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      – SubjectFull: Student attitudes
        Type: general
      – SubjectFull: Delphi method
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      – SubjectFull: South Africa
        Type: general
    Titles:
      – TitleFull: Interprofessional education and collaborative practice curriculum development – a proposed validation process.
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            NameFull: Pitout, Hanlie
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            NameFull: Barnard-Ashton, Paula
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            NameFull: Adams, Fasloen
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              M: 03
              Text: Mar/Apr2026
              Type: published
              Y: 2026
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