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A scoping review of interprofessional education in healthcare: evaluating competency development, educational outcomes and challenges
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.
Journal Article
The effectiveness of interprofessional education in healthcare: A systematic review and meta‐analysis
Interprofessional education (IPE) emphasizes collaborative practice that aims at promoting the working relationships between two or more healthcare professions. However, there is paucity of literature about the effectiveness of IPE program in the healthcare. This systematic review and meta‐analysis aims to objectively determine the effectiveness of IPE in that field in terms of the improvement of students' knowledge, skills and attitudes. The databases of OVID, ISI Knowledge of Science, and Medline (PubMed) were searched for the full‐text English language articles published during 2000–2016 using the MeSH terms “interprofessional education” AND “healthcare professionals” AND “multi‐professional” AND “impact” AND “effectiveness” OR “collaborative practice” OR “medical students” in Endnote X7. A systematic search finally selected 12 articles for detailed review and meta‐analysis. The effect summary value of 1.37 with confidence interval of 0.92–1.82 identifies statistically significant effectiveness of intervention by IPE program in healthcare. The Z test value of 5.99, significant at 5% level of significance, also shows a significant impact of IPE intervention as calculated by the random‐effects model. This meta‐analysis shows a positive impact and effectiveness of educational intervention by IPE program in various disciplines of healthcare. However, analysis of further clinical trials may be helpful in identifying the effect of IPE program on the students' clinical competence.
Journal Article
Phronesis as professional knowledge : practical wisdom in the professions
Phronesis is the Aristotelian notion of practical wisdom. In this collected series, phronesis is explored as an alternate way of considering professional knowledge. In the present context dominated by technical rationalities and instrumentalist approaches, a re-examination of the concept of phronesis offers a fundamental re-visioning of the educational aims in professional schools and continuing professional education programs.
Book
Interprofessional education: tips for design and implementation
Interprofessional education (IPE) is a critical approach for preparing students to enter the health workforce, where teamwork and collaboration are important competencies. IPE has been promoted by a number of international health organisations, as part of a redesign of healthcare systems to promote interprofessional teamwork, to enhance the quality of patient care, and improve health outcomes. In response, universities are beginning to create and sustain authentic and inclusive IPE activities, with which students can engage. A growing number of health professionals are expected to support and facilitate interprofessional student groups. Designing interprofessional learning activities, and facilitating interprofessional groups of students requires an additional layer of skills compared with uniprofessional student groups. This article outlines the key points for planning and practicing interprofessional facilitation within the classroom and clinical setting.
Journal Article
Ensuring quality in professional education. Volume II, Engineering pedagogy and international knowledge structures
This title examines quality teaching in professional education in the fields of engineering and international knowledge structures. The second of a two-volume series, the editors and contributors structure the book around case studies which highlight the elements constituting good practice within professional education. While there is no one specific route to prepare well-qualified professionals, the text explores the decisions the academics responsible for delivering this education make to ensure quality curricula. Ultimately, the key to effective preparations rests with the value employers place on the focus, emphasis and balance between the academic and practical in relation to their own expectations for skills that graduates must have.
Book
The road to collaboration: The transformative effects of interprofessional education on students' interprofessional attitudes and readiness, socialisation and valuing in medical and nursing students
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.
Journal Article
Building interprofessional identity in neurology with interactive interprofessional learning: a randomized controlled trial
Background
Despite the essential role of interprofessional collaboration in neurology, to improve patient outcomes, targeted research on interprofessional learning (IPL) interventions during neurology clerkships remains limited. This study aimed to assess the impact of a brief interactive IPL workshop on interprofessional identity among medical students.
Methods
In this randomized controlled trial, neurology clerkship students (
N
= 39) were allocated to either a 90-min interactive IPL workshop or a non-interactive control session. We assessed outcomes by triangulating findings across Extended Professional Identity Scale (EPIS-G) scores, challenges and opportunities perceived by students, and reflective responses on interprofessional identity and applicability.
Results
On a group level, The IPL intervention group (
n
= 27) demonstrated improvements in all domains of interprofessional identity on the EPIS-G (paired samples t-test,
p
< 0.001) which was not observed in the control group (
n
= 10). Communication challenges and resource limitations were primary concerns among students, while information sharing and enhanced patient care emerged as key opportunities. Qualitative analysis highlighted students’ increased commitment to collaboration, openness to teamwork, and recognition of the patient care benefits inherent in collaborative practices.
Conclusions
An interactive 90-min IPL workshop within a neurology clerkship can initiate medical students’ interprofessional identity formation. Students' insights into relevant challenges and opportunities indicate their basic understanding of the complexity of collaborative practice. This study supports the future integration of IPL specifically within neurology to advance collaborative practice.
Journal Article