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Background Interprofessional education (IPE) is essential in healthcare to enhance collaboration, communication and teamwork among health professions education students. This review aimed to map out the core competencies health professions education students develop during IPE and identify the positive and negative educational outcomes. Methods A comprehensive search strategy was developed and reported in accordance with the PRISMA ScR guidelines. The search was conducted across five electronic databases (Medline, Scopus, Web of Science, PsycINFO and EBSCO) for peer-reviewed articles published in English within the last 20 years. Data was extracted and core competencies were categorised into four defined areas—roles and responsibilities; interprofessional communication; values for interprofessional practice; teams and teamwork. The frequency of occurrence of each core competency, along with the positive and negative outcomes of IPE were analysed. Mixed methods analysis was used to integrate both qualitative and quantitative data. Results Team and teamwork emerged as the most frequently attained core competency in IPE. The positive impacts of IPE include significant improvements in role clarity, communication skills, and teamwork dynamics. However, negative impacts were also noted, such as logistical challenges and interpersonal issues like power dynamics and communication barriers, which impeded the personal professional growth and professional interactional skill-related benefits of IPE. Additionally, some participants reported feeling overwhelmed by the extra workload required for IPE activities. Conclusion IPE is a valuable component of health professions education, significantly contributing to the development of core competencies necessary for interprofessional collaborative practice. Addressing the challenges and implementing best practices can further enhance the effectiveness of IPE programs, ultimately improving healthcare outcomes. The implications for practice, training of healthcare students and future research are discussed.

To evaluate the learning outcomes of an IPE program for nursing students in relation to theoretical knowledge, interprofessional collaborative practice competency and nursing core competency and their learning experiences. Simulation-based interprofessional education (IPE) is an effective method for developing students’ collaborative skills. Nursing students have limited opportunities to learn with healthcare professionals. This was a convergent mixed-methods study. The quantitative component used a quasi-experimental design. The experimental group (IPE group) participated in an IPE program with an acute chest pain model in an Emergency Medicine and Nursing course. The learning outcomes were evaluated using a knowledge test, IPE collaborative competence assessment tool and nursing core competence instrument. The qualitative component comprised written reflections and interviews with students on their learning experiences. Among the 117 participants, IPE group showed significantly higher scores on the knowledge test (B = 1.93, p = .001), interprofessional education collaborative competency (B = 0.31, p = .001) and nursing core competence (B = 0.25, p = .027) than the control group. The qualitative interviews with 14 students identified the following themes of learning experiences: enhancement of effective communication within healthcare teams; integration of knowledge with clinical practice; familiarization with the professional roles of team members; strengthening decision-making skills; and the establishment of interprofessional collaborative care abilities. The learning outcomes of a simulation-based IPE program for nursing students demonstrated enhanced core competencies for interprofessional collaborative practice. Simulation-based IPE is a useful teaching method that should be actively promoted across healthcare disciplines. •IPE enhances students’ theoretical knowledge, interprofessional collaborative practice abilities, and core nursing competencies.•IPE helps students reflect on values, ethics, roles, communication, and teamwork in collaborative care.•Qualitative IPE learning experiences enrich students' grasp of communication, theory, roles, decisions, and teamwork in care.

Background Interprofessional education (IPE) is essential for promoting teamwork among healthcare professionals. However, its implementation is often hindered by the limited availability of interprofessional faculty and scheduling challenges in creating high-quality IPE scenarios. While AI tools like ChatGPT are increasingly being explored for this purpose, they have yet to demonstrate the ability to generate high-quality IPE scenarios, which remains a significant challenge. This study examines the effectiveness of GPT-4o, an advanced version of ChatGPT enhanced by novel methodologies, in overcoming these obstacles. Methods This comparative study assessed clinical scenarios generated by GPT-4o using two strategies—standard prompt (a single-step scenario generation without iterative feedback) and iterative refinement (a multi-step, feedback-driven process)—against those crafted by clinical mentors. The iterative refinement method, inspired by actual clinical scenario development, employs a cyclical process of evaluation and refinement, closely mimicking discussions among professionals. Scenarios were evaluated for time efficiency and quality using the Interprofessional Quality Score (IQS), defined as the mean score assigned by multidisciplinary evaluators across five interprofessional criteria: clinical authenticity, team collaboration, educational alignment, appropriate challenge, and student engagement. Results Scenarios developed using the iterative refinement strategy were completed significantly faster than those by clinical mentors and achieved higher or equivalent IQS. Notably, these scenarios matched or exceeded the quality of those created by humans, particularly in areas such as appropriate challenge and student engagement. Conversely, scenarios generated via the standard prompt method exhibited lower accuracy and various other deficiencies. Blinded attribution assessments by students further demonstrated that scenarios developed through iterative refinement were often indistinguishable from those created by human mentors. Conclusions Employing GPT-4o with iterative refinement and role-playing strategies produces clinical scenarios that, in some areas, exceed those developed by clinical mentors. This approach reduces the need for extensive faculty involvement, highlighting AI’s potential to closely align with established educational frameworks and substantially enhance IPE, particularly in resource-constrained settings.

To explore different types of interprofessional education (IPE) teaching strategies used in pre-licensure interprofessional learning programmes and the effective components of these strategies in promoting student learning, IPE skills, behavioural change, organisational practice, or patient health outcomes. IPE is rapidly becoming a core element of health professions preparation programmes worldwide, but the differential effects of different ways of delivering IPE are not well documented. Systematic narrative review. Systematic searches were completed in four major biomedical databases from inception until 2023. The most dominant approach for each study was used to classify the studies. The standardised effect of different IPE interventions on healthcare professional students’ interprofessional learning outcomes were extracted and compared. Simulation was commonly used by IPE educators in undergraduate health education settings, changing participants' attitudes toward interprofessional learning. In addition, role-play, group discussion, and case studies showed significant benefits in improving communication and collaboration abilities. Based on the component analysis of the included 24 studies, IPE developers were recommended to consider key elements in designing effective education interventions, including a specific teaching setting, a well-designed strategy, an appropriate guiding theory, and suitable educational outcomes which target the learning elements that the intervention was designed to affect. The available data suggested that no single teaching strategy was superior in improving health students’ interprofessional learning outcomes. Controlled intervention studies that randomise similar student populations to different IPE strategies are needed to improve understanding of their comparative effects on different learning outcomes.

ObjectivesTo investigate nursing and medical students’ readiness for interprofessional learning before and after implementing geriatric interprofessional education (IPE), based on problem-based learning (PBL) case scenarios. To define the optimal number of geriatric IPE sessions, the size and the ratio of participants from each profession in the learner groups, the outcomes related to the Kirkpatrick four-level typology of learning evaluation, students’ concerns about joint learning and impact of geriatric IPE on these concerns. The study looked at the perception of roles and expertise of the ‘other’ profession in interprofessional teams, and students’ choice of topics for future sessions. Students’ expectations, experience, learning points and the influence on the understanding of IP collaboration, as well as their readiness to participate in such education again were investigated.DesignA controlled before–after study (2014/2015, 2015/2016) with data collected immediately before and after the intervention period. Study includes additional comparison of the results from the intervention with a control group of students. Outcomes were determined with a validated ‘Readiness for Interprofessional Learning’ questionnaire, to which we added questions with free comments, combining quantitative and qualitative research methods. The teaching sessions were facilitated by experienced practitioners/educators, so each group had both, a clinician (either geratology consultant or registrar) and a senior nurse.Participants300 medical, 150 nursing students.SettingTertiary care university teaching hospital.ResultsAnalysis of the returned forms in the intervention group had shown that nursing students scored higher on teamwork and collaboration post-IPE (M=40.78, SD=4.05) than pre-IPE (M=34.59, SD=10.36)—statistically significant. On negative professional identity, they scored lower post-IPE (M=7.21, SD=4.2) than pre-IPE (M=8.46, SD=4.1)—statistically significant. The higher score on positive professional identity post-IPE (M=16.43, SD=2.76) than pre-IPE (M=14.32, SD=4.59) was also statistically significant. Likewise, the lower score on roles and responsibilities post-IPE (M=5.41, SD=1.63) than pre-IPE (M=6.84, SD=2.75).Medical students scored higher on teamwork and collaboration post-IPE (M=36.66, SD=5.1) than pre-IPE (M=32.68, SD=7.4)—statistically significant. Higher positive professional identity post-IPE (M=14.3, SD=3.2) than pre-IPE (M=13.1, SD=4.31)—statistically significant. The lower negative professional identity post-IPE (M=7.6, SD=3.17) than pre-IPE (M=8.36, SD=2.91) was not statistically significant. Nor was the post-IPE difference over roles and responsibilities (M=7.4, SD=1.85), pre-IPE (M=7.85, SD=2.1).In the control group, medical students scored higher for teamwork and collaboration post-IPE (M=36.07, SD=3.8) than pre-IPE (M=33.95, SD=3.37)—statistically significant, same for positive professional identity post-IPE (M=13.74, SD=2.64), pre-IPE (M=12.8, SD=2.29), while negative professional identity post-IPE (M=8.48, SD=2.52), pre-IPE (M=9, SD=2.07), and roles and responsibilities post-IPE (M=7.89, SD=1.69), pre-IPE (M=7.91, SD=1.51) shown no statistically significant differences. Student concerns, enhanced understanding of collaboration and readiness for future joint work were addressed, but not understanding of roles.ConclusionsEducators with nursing and medical backgrounds delivered geriatric IPE through case-based PBL. The optimal learner group size was determined. The equal numbers of participants from each profession for successful IPE are not necessary. The IPE delivered by clinicians and senior nurses had an overall positive impact on all participants, but more markedly on nursing students. Surprisingly, it had the same impact on medical students regardless if it was delivered to the mixed groups with nursing students, or to medical students alone. Teaching successfully addressed students’ concerns about joint learning and communication and ethics were most commonly suggested topics for the future.

This study aims to evaluate the impact of interprofessional education on first-year medical and nursing students' attitudes, readiness to learn and interprofessional socialization using a randomized controlled trial. Interprofessional collaboration is crucial in healthcare to enhance patient safety and outcomes. Interprofessional education (IPE) promotes teamwork, communication and understanding of professional roles among healthcare professionals. The study was conducted using a randomized controlled pretest-posttest experimental design. The randomized controlled trial was conducted from January to June 2024 at Atatürk University’s Faculties of Medicine and Nursing. The sample consisted of 120 first-year students, randomly assigned to experimental and control groups. Data were collected using the \"Sociodemographic Information Form,” \"Interprofessional Attitude Scale,\" \"Interprofessional Learning Readiness Scale,\" and \"Interprofessional Socialisation and Valuing Scale.\" The experimental group participated in 16 hours of interprofessional education over four weeks, including simulated patient applications, role-play and group work. The control group continued with standard education without interprofessional training. Interprofessional education resulted in significant improvement in students' interprofessional attitudes, particularly among nursing students, whose scores changed positively compared with the control group. Additionally, interprofessional socialization and valuing levels improved significantly in the experimental group. However, no substantial change was observed in the readiness for interprofessional learning in the experimental or control groups. Interprofessional education had a positive impact on the attitudes and socialization of medical and nursing students, highlighting the importance of incorporating IPE into healthcare curricula to foster collaboration and improve patient care.

Background Community perception on antimicrobials plays a role in driving the development of antimicrobial resistance (AMR). The aim of the study was to evaluate the impact of interprofessional service-learning on the effectiveness of AMR knowledge transfer in Hong Kong elders aged 65 or above and students from university and secondary schools. Methods A quasi-experimental pretest–posttest controlled study was carried out from July 2018 to March 2019 for elderly subjects and a pre- and post-test were conducted in students from May to August 2018. Elderly subjects were recruited from the university-based community outreach program. The community outreach team consisted of both university and secondary school students. Students were provided with training of geriatric care and AMR before they reached out to the community. The one-to-one intervention with the aid of video and verbal explanation to educate the elderly about the definition, causes, and consequences of AMR, and preventive measures against AMR was provided. Questionnaires on knowledge of antibiotics and AMR were used as tools to reflect on the effectiveness for both students and elderly subjects. The questionnaire was completed twice, before and 1 week after the intervention. Chi-square test, t tests and regression analysis were used to analyze the data. Results A total of 93 Chinese elders, 61 of them in the intervention group and 32 in the control group participated in the study. The score obtained by the intervention group increased from 40.1 to 83.3% ( p  < 0.001) following intervention, while that of control group increased from 33.0 to 44.0% ( p  < 0.001). The increase attained in the intervention group was significantly greater than that of the control group ( p  < 0.001). A total of 95 secondary students and 88 university students have completed the pre-post questionnaires with 42.21% and 13% increment in AMR knowledge after the training ( p  < 0.001). Conclusion The significant change in knowledge level showed effective AMR knowledge transfer to both elders and students. The study could be used as a reference when allocating resources to implement effective interprofessional service-learning for better community health education in elderly populations. Trial registration : This study was approved by the Chinese University of Hong Kong Survey and Behavioural Research Ethics Committee in December 2018 (Ref no. SBRE-18-214).

The link between miscommunication and poor patient outcomes has been well documented. To understand the current state of knowledge regarding interprofessional communication, an integrative review was performed. The review suggested that nurses and physicians are trained differently and they exhibit differences in communication styles. The distinct frustrations that nurses and physicians expressed with each other were discussed. Egos, lack of confidence, lack of organization and structural hierarchies hindered relationships and communications. Research suggested that training programs with the use of standardized tools and simulation are effective in improving interprofessional communication skills. Recommendations include education beyond communication techniques to address the broader related constructs of patient safety, valuing diversity, team science, and cultural humility. Future directions in education are to add courses in patient safety to the curriculum, use handover tools that are interprofessional in nature, practice in simulation hospitals for training, and use virtual simulation to unite the professions.

Background With increasing complexity in patient care, IPE has been proposed to improve interprofessional teamwork and improve outcomes. This study was conducted to evaluate the impact of a structured IPE activity on students’ collaborative perceptions and competencies. Method This study employed a quasi-experimental pre-post intervention design to assess changes in perceptions and self-reported competencies using validated tools (SPICE-R2 and ICCAS). The IPE intervention comprised a full day didactic sessions and case studies. Paired-samples t-tests, repeated measures ANOVA, and MANCOVA were utilized to assess changes and identify predictors. Results A total of 182 students (pharmacy: 66.5%, nutrition: 15.9%, and biomedical sciences: 17.6%) were included, with 154 students (84.6%) responding to the postsurvey. The pre-activity total SPICE-R2 score was moderately high (40.81 ± 6.09), and increased significantly to 45.65 ± 5.61 ( p  < 0.001) post-activity, with all subscales of interprofessional teamwork, roles and responsibilities, and patient outcomes showing significant improvements ( p  < 0.001). The pre-activity total ICCAS score was moderately high (73.13 ± 7.35), and increased significantly to 87.51 ± 5.25 ( p  < 0.001) with the greatest gains observed in communication (+ 4.13), conflict resolution (+ 3.04), and team functioning (+ 2.10). Compared with pharmacy students, nutrition students showed greater improvements in both SPICE-R2 (B = 9.193, p  < 0.001) and ICCAS (B = 6.605, p  = 0.007) scores. Students with prior health education and IPE exposure reported greater improvements in both SPICE-R2 and ICCAS scores ( p  < 0.05). Conversely, clinical employment significantly predicted lower gains on the SPICE-R2 (B=-3.136, p  = 0.047). Conclusion The intervention led to significant improvements in interprofessional collaborative perceptions and competencies. Future longitudinal evaluations are needed to assess sustained impact and transfer to clinical practice.

Background To meet the patients’ needs and to provide adequate health care, students need to be prepared for interprofessional collaborative practice during their undergraduate education. On interprofessional training wards (IPTW) undergraduates of various health care professions potentially develop a mutual understanding and improve their interprofessional competencies in clinical practice. To enhance collaboration of 6th-year medical students and nursing trainees in the third year of their vocational training an IPTW ( H eidelberger I nter p rofessionelle Ausbildungs sta tion – HIPSTA) was implemented at the University Hospital Heidelberg, Germany. On HIPSTA future physicians and nurses take care of the patients self responsibly and in close interprofessional collaboration, supervised by facilitators of both professions. Although there are positive experiences with IPTWs internationally, little is known about the impact of IPTW on the acquisition of interprofessional competencies. For future interprofessional training and implementation of IPTWs evaluation of interprofessional learning and collaborative practice on Germany’s first IPTW is of high relevance. Methods To evaluate the acquisition of interprofessional competencies the study follows a mixed-methods approach. Quantitative data is collected from undergraduate participants, staff participants and facilitators on HIPSTA (intervention group) and undergraduate participants and staff participants on a comparable ‘conventional’ ward without special interprofessional training (comparison group) immediately pre and post HIPSTA and, as follow-up, after three to six months (T0, T1, T2), using three questionnaires, namely the University of the West of England Interprofessional Questionnaire (UWE-IP), the Interprofessional Socialization and Valuing Scale (ISVS) and the Assessment of Interprofessional Team Collaboration Scale (AITCS). Qualitative data is gathered in form of interviews and focus groups based on semi structured guidelines, video recordings of handovers and overt non-participant observations of daily rounds. Quantitative data will be analysed in a longitudinal comparison, presented descriptively and tested with an analysis of variance. Qualitative data will be analysed deductively and inductively. Discussion The results of the evaluation will give insight in undergraduates’, staff’s and facilitators’ experiences and their self-perception of competency development. In addition the results will help identify benefits, challenges and areas for modification when implementing and establishing similar interprofessional training wards.