12 Chapter 1 Figure 1.1: Modified Kirkpatrick levels for learner outcomes, defined by Barr et al. (2005) Level 1: Reaction A review of Reeves et al. (2016) concluded that learners respond well to IPE. Rodrigues da Silva Noll Gonçalves et al. (2021) concluded the same in their review; most students have a positive perception of IPE, with different factors influencing this research finding. They also conclude that there is a need to develop more robust assessment instruments, to measure real changes in attitudes among different groups of students. Most recent studies not only focus on this first Kirkpatrick’s level, but try to measure changes in attitudes, behaviour and skills. Level 2/3: Change in attitudes, knowledge, skills, behaviour Numerous reviews have assessed the outcomes of IPE-intervention at both levels 2 and 3. Reeves et al. (2016) found that, students that who participated in an IPEintervention, reported increases in collaborative knowledge and skills. Lim and NobleJones (2018) found that pre-registration nursing students had a better understanding of professional roles, improved communication and teamwork after IPE. Riskiyana et al. (2018) describe that, in the sixteen articles included in their study, IPE improved interprofessional collaborative knowledge, skills, and behaviour based on objective measurements. Complexity of the course material, suitability of the program design, and reference to a certain level of competency were seen as important factors in the success of an IPE-program. Guraya and Barr (2018) identified a positive
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