Showing papers by "Thomas Kvan published in 2013"
TL;DR: In this article, the meaning of capability is defined in terms of a normative framework for the evaluation of well-being known as the capability approach, which serves as the informational basis for the assessment of government policy and practices toward participatory design.
19 citations
TL;DR: It is argued that the evidence must include qualitative dimensions of the learning experience in the assessment of learning environments, and a model is proposed to examine different levels of outcomes.
Abstract: Many institutions have invested considerably in the provision of student facilities--lecture halls, tutorial rooms and classrooms--spaces we call collectively learning environments. In expending resources on such facilities, we have assumed that we have needed to create this range of spaces for such activities. However, how do we know we have invested wisely in support of learning for interprofessional care? In this article I review the literature to identify evidence in a range of fields, including health care, to consider the issues and difficulties of employing established approaches from practices of evidence-based design. Central in this article is the role of evidence in the assessment of learning environments. In particular, I argue that the evidence must include qualitative dimensions of the learning experience. To address the qualitative outcomes from education, with particular attention to the concerns of interprofessional education, a model is proposed to examine different levels of outcomes. By developing an interpretation of Kirkpatrick's model, four levels are described for the effective evaluation of interprofessional learning environments.
16 citations