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Educators find it difficult to transfer their education theoretical knowledge into practice. In this conceptual article the Donabedian framework of structure, process and outcome that is traditionally used to evaluate quality of healthcare was applied in an educational environment to develop a programme to introduce interprofessional education in health sciences. The authors worked from the premise that theory should guide action and action should inform theory. Consequently, a grid was developed to link the underpinning theories or frameworks with each step of the Donabedian process. The realisation of each theory is described under the process or implementation phase. A number of programme evaluation models or frameworks are available but theory realisation in programmes are not included generally in the criteria. This article may provide some structure for educators who need to develop a new programme within a complex environment.
Botma et al. (Tue,) studied this question.