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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.

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 Complexity science has been introduced in healthcare as a theoretical framework to better understand complex situations. Interdisciplinary healthcare teams can be viewed as Complex Adaptive Systems (CAS) by focusing more on the team members’ interaction with each other than on the characteristics of individual team members. Viewing teams in this way can provide us with insights into the origins of team behaviour. The aim of this study is to describe the functioning of a healthcare team as it originates from the members’ interactions using the CAS principles as a framework and to explore factors influencing workplace learning as emergent behaviour. Methods An interview study was done with 21 palliative home-care nurses, 20 community nurses and 18 general practitioners in Flanders, Belgium. A two-step analysis consisted of a deductive approach, which uses the CAS principles as coding framework for interview transcripts, followed by an inductive approach, which identifies patterns in the codes for each CAS principle. Results All CAS principles were identified in the interview transcripts of the three groups. The most prevalent principles in our study were principles with a structuring effect on team functioning: team members act autonomously guided by internalized basic rules; attractors shape the team functioning; a team has a history and is sensitive to initial conditions; and a team is an open system, interacting with its environment. The other principles, focusing on the result of the structuring principles, were present in the data, albeit to a lesser extent: team members’ interactions are non-linear; interactions between team members can produce unpredictable behaviour; and interactions between team members can generate new behaviour. Patterns, reflecting team behaviour, were recognized in the coding of each CAS principle. Patterns of team behaviour, identified in this way, were linked to interprofessional competencies of the Interprofessional Collaboration Collaborative. Factors influencing workplace learning were identified. Conclusions This study provides us with insights into the origin of team functioning by explaining how patterns of interactions between team members define team behaviour. Viewing healthcare teams as Complex Adaptive Systems may offer explanations of different aspects of team behaviour with implications for education, practice and research.

Interprofessional Education (IPE) is widely recognized as essential for fostering collaborative healthcare practices and improving patient outcomes. Despite its acknowledged importance, there remains a notable scarcity of longitudinal research assessing medical students' readiness for IPE across distinct educational stages, particularly within diverse global contexts like Brazil. This study sought to address this gap by longitudinally mapping and analyzing the evolution of medical students' readiness for interprofessional learning throughout their academic training at a Brazilian university. Employing a quantitative longitudinal design, 53 medical students from the 2021 cohort completed the validated Readiness for Interprofessional Learning Scale (RIPLS) at three critical time points: upon university entry (2021), at the conclusion of the basic science cycle (2022), and at the end of the clinical cycle (2024). Temporal changes were assessed using repeated measures analysis of variance (ANOVA). Significant global differences were observed over time in the \"Teamwork and collaboration\" and \"Patient-centered care\" dimensions. Specifically, \"Patient-centered care\" exhibited a non-linear pattern, characterized by an initial increase followed by a subsequent decrease. In contrast, the \"Professional identity\" dimension demonstrated remarkable stability across all measurement points. These findings reveal the complex and dynamic nature of interprofessional readiness development during medical education. They strongly advocate for the early introduction of IPE, coupled with sustained and adaptive interventions throughout the entire educational continuum, particularly to address fluctuations in patient-centered attitudes and to foster an interprofessional identity from the outset. This study offers crucial empirical insights for optimizing IPE strategies and preparing future physicians for collaborative practice.

Objective. Interprofessional collaborative practice (IPCP) is integral to a high-functioning healthcare system, yet little is understood about whether attitudes, knowledge and beliefs towards IPCP differ between professional groups or clinical settings. Methods. This cross-sectional study used three surveys: the Systems Thinking Scale, Attitudes Towards Health Care Teams, and the adapted Interprofessional Collaboration Scale, to compare systems thinking and the perceptions and attitudes of healthcare professionals in a large metropolitan health service. Participants included medical, nursing, allied health and oral health professionals across hospital and community settings. Results. A total of 293 participants (57% hospital-based, 43% community; 40% nursing, 8% medicine, 46% allied health, 6% oral health) completed the surveys. Results demonstrated differences in communication and attitudes towards IPCP across professional groups. Conclusions. While all professional groups acknowledged the importance of IPCP, distinctions persisted across professions and settings. Understanding attitudes within various professions and contexts establishes the foundation for targeted strategies aimed at promoting interprofessional collaboration in health care.

Interprofessional care teams have become essential in modern healthcare, addressing the complex needs of patients through collaborative efforts among diverse professionals. This article explores the significant impact of healthcare administration on the effectiveness and functionality of these teams. As healthcare systems evolve, the integration of various disciplines—such as medicine, nursing, pharmacy, social work, and therapy—has proven to enhance the quality of care and promote a holistic approach to patient management. However, the success of interprofessional teams is heavily influenced by the administrative framework within which they operate. Healthcare administrators play a crucial role in shaping the environment that fosters or hinders collaboration. They are responsible for establishing policies, allocating resources, and creating a culture that values teamwork and communication. Effective administration can facilitate clear communication channels, define roles and responsibilities, and provide necessary training and resources, thereby empowering team members to work cohesively. Conversely, inadequate administrative support can lead to fragmentation, role ambiguity, and inefficiencies, ultimately compromising patient care. This article delves into the intricate relationship between interprofessional care teams and healthcare administration, highlighting the challenges faced by these teams, such as communication barriers, role clarity, and resistance to change. It emphasizes the need for proactive leadership and strategic planning to cultivate an environment conducive to interprofessional collaboration. Furthermore, the article discusses future directions for enhancing interprofessional care through technology integration, lifelong learning, and policy advocacy. In conclusion, the effectiveness of interprofessional care teams is inextricably linked to the support provided by healthcare administration. By prioritizing collaborative practices and fostering a culture of teamwork, healthcare administrators can significantly improve patient outcomes and enhance the overall quality of care. This exploration underscores the critical role of administration in shaping the future of interprofessional collaboration in healthcare settings.

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.

Background Healthcare professionals in nursing homes face complex care demands and nursing staff shortages. As a result, nursing homes are transforming into home-like personalised facilities that deliver person-centred care. These challenges and changes require an interprofessional learning culture in nursing homes, but there is little understanding of the facilitators that contribute to developing such a culture. This scoping review aims to identify those facilitators. Methods A scoping review was performed in accordance with the JBI Manual for Evidence Synthesis (2020). The search was carried out in 2020–2021 in seven international databases (PubMed, Cochrane Library, CINAHL, Medline, Embase, PsycINFO and Web of Science). Two researchers independently extracted reported facilitators that contribute to an interprofessional learning culture in nursing homes. Then the researchers inductively clustered the extracted facilitators into categories. Results In total, 5,747 studies were identified. After removing duplicates and screening titles, abstracts and full texts, 13 studies that matched the inclusion criteria were included in this scoping review. We identified 40 facilitators and clustered them into eight categories: (1) shared language, (2) shared goals, (3) clear tasks and responsibilities, (4) learning and sharing knowledge, (5) work approaches, (6) facilitating and supporting change and creativity by the frontline manager, (7) an open attitude, and (8) a safe, respectful and transparent environment. Conclusion We found facilitators that could be used to discuss the current interprofessional learning culture in nursing homes and identify where improvements are required. Further research is needed to discover how to operationalise facilitators that develop an interprofessional learning culture in nursing homes and to gain insights into what works, for whom, to what extent and in what context.

Background Interprofessional Education (IPE) is essential in improving patient outcomes by promoting teamwork and collaboration among healthcare professionals. This study aimed to assess the impact of IPE on developing clinical competencies and collaborative practices in Egyptian intensive care units (ICUs). The core modules focused on managing antibiotic resistance, venous thromboembolism (VTE), and mechanical ventilation (MV), chosen for their high prevalence in Egyptian ICUs and significant impact on patient outcomes. Methods The IPE program was implemented across seven governorates, involving 16 hospitals and multidisciplinary ICU teams. It was conducted in two consecutive four-month waves, each covering the three core modules. Participants included physicians, clinical pharmacists, and ICU nurses. To enhance efficacy, a blended learning approach combined virtual webinars, case-based discussions, and in-person workshops. Data collection included pre- and post-tests, a post-training satisfaction survey, and the Interdisciplinary Education Perception Scale (IEPS) to assess competency improvements. Results The IPE program included 157 participants, with 79 in wave 1 and 78 in wave 2. Physicians were mostly male (47.2%) and older (> 40 years), while clinical pharmacists and ICU nurses were younger and predominantly female (89.6% and 75.7%, respectively). For exam performance, clinical pharmacists had the highest excellence rate (22.4%), while ICU nurses had the highest failure rate (40.5%). Post-training, interprofessional competence improved significantly, with physicians showing the greatest competency gains ( p  < 0.05) and clinical pharmacists playing a key role in antibiotic resistance management ( p  = 0.029). Overall satisfaction was high across modules, increasing from 79.8% in Module 1 to 90.5% in Module 3. Higher satisfaction was observed among females (up to 89.5%), participants aged 30–40 (92.6% in Module 2), and those who received sufficient program information ( p  = 0.011), with lecturers median score rated consistently 5.0, while material satisfaction median score varied (4.0–4.8). Conclusions The IPE program improved interprofessional collaboration and clinical competency, despite challenges such as participant dropout, scheduling conflicts, and engagement in virtual sessions. By addressing issues like antimicrobial resistance and critical care management, it provides a practical model for improving healthcare outcomes, particularly in resource-limited settings. This program is a preliminary step, with plans to expand to more hospitals in Egypt and conduct further research on its long-term impact on patient outcomes and potential for replication in healthcare systems worldwide. Clinical trial number Not applicable.

Background An increasingly ageing population and the resulting multimorbidity is a growing challenge for healthcare systems. A solution to tackle this problem is interprofessional collaboration. Interprofessional education, as an early meeting point, could foster a future successful interprofessional collaboration. So, the aim of our pilot study was to assess whether the “interprofessional collaboration between medical and pharmacy students to improve medication safety in polypharmacy” (PILLE) project changed the perception of medical and pharmacy students towards interprofessional collaboration. Methods PILLE consisted of three parts: (1) A mandatory 90-minutes interprofessional seminar; (2) A voluntary 120-minutes practical training; (3) A voluntary half-day interprofessional tandem work shadowing at a General Practitioner’s (GP) office. We used a controlled study design. Medical and pharmacy students from the intervention group attended the seminar (1). Medical students of the control group attended an interactive 90-minutes monoprofessional seminar only. Working together on cases was the similarity of both seminars. The students from the intervention group could attend (2) and (3). The outcome of interest was the change in students’ perception towards interprofessional collaboration after participating in PILLE, using pre- and post-questionnaires with the validated German version of Student Perceptions of Physician-Pharmacist Interprofessional Clinical Education (SPICE-2D) instrument. Descriptive and statistical evaluation was conducted. To assess if there is a significant pre-post-difference in the SPICE-2D overall score within the individual groups, paired t-tests were executed. To investigate if there is a significant change in SPICE-2D overall score difference between the medical students control and intervention group, an unpaired t-test was performed. Results In total, 436 students participated: 96 medical students and 116 pharmacy students in the intervention group, and 224 medical students in the control group. The participating students from both professions already had a pronounced positive perception at baseline. All pre-post-mean-differences within the individual groups and between the medical students control and intervention group were not statistically significant. Conclusion Participating medical and pharmacy students already had a positive perception at baseline. A one-time and short-term mandatory seminar of 90-minutes seems not to be sufficient to measure a change in perception. Future interprofessional education projects should focus on frequent meeting points between students.