Elin A Karlsson, Susanne Kvarnström, Maria Kvarnström
Exploring a revised interprofessional learning curriculum in undergraduate health education programs at Linköping University
BMC medical education
health sciences programmes operate complex unpredictable contexts underscoring need comprehensive scaffolding learning processes yet scaffolding approaches remain fragmented lack shared approach programmes could integrate scaffolding across curricula literature argues standards result comprehensive implementation educational practices reported standards related scaffolding practices programmes develop standards scaffolding health sciences programmes utilising consensus approach modified delphi technique following recommendations conducting reporting delphi studies credes online modified delphi technique applied evidence application scaffolding health sciences programmes obtained integrative review synthesised draft standards using purposive snowball sampling international panel diverse geographical professional backgrounds refined validated standards descriptive statistics utilised analyse demographic data consensus agreements include standards criteria qualitative analysis textual comments ensured synthesis inclusion critical divergent views additions total 22 experts around globe agreed participate study one complete delphi surveys experts n 18 held phd average 19 years teaching health sciences programmes four standards 27 criteria included achieving consensus two delphi surveys rounds included standards focused four areas structuring sequencing educational activities resourcestools scaffolding structuring programme instructional strategies support learning principlebased standards developed study could direct support scaffolding practices health sciences programmes standards emphases macro meso microscaffolding present numerous opportunities designing applying contextually sensitive scaffolding strategies every level curriculum implementation