Interprofessional education and collaboration among healthcare students and professionals: a systematic review and call for action

Interprofessional education (IPE) is a prerequisite to building a collaborative practice environment and optimizing patient care. The purpose of this systematic review was to assess the impact of IPE on outcomes related to health-care pre-licensure learners and professionals, including: changes in a...

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Veröffentlicht in:Journal of interprofessional care Jg. 35; H. 4; S. 612 - 621
Hauptverfasser: Spaulding, Erin M., Marvel, Francoise A., Jacob, Elsen, Rahman, Alphie, Hansen, Bryan R., Hanyok, Laura A., Martin, Seth S., Han, Hae-Ra
Format: Journal Article
Sprache:Englisch
Veröffentlicht: England Taylor & Francis 04.07.2021
Taylor & Francis Ltd
Schlagworte:
Attitudes
Behavior
Behavior change
Behavior modification
Changes
Clinical outcomes
Collaboration
Cooperative learning
Education
Evaluation
Health behavior
Health services
Health status
Interagency collaboration
Interdisciplinary aspects
Interdisciplinary education
interprofessional collaboration
Interprofessional education
Licensing
Medical personnel
Patient-centered care
Patients
Professionals
Quasi-experimental methods
Research design
Skills
Systematic review
Teaching
Teaching methods
Teams
interprofessional education
Systematic review
behavior
attitudes
collaboration
interprofessional collaboration
ISSN:1356-1820, 1469-9567, 1469-9567
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Zusammenfassung:Interprofessional education (IPE) is a prerequisite to building a collaborative practice environment and optimizing patient care. The purpose of this systematic review was to assess the impact of IPE on outcomes related to health-care pre-licensure learners and professionals, including: changes in attitudes/perceptions; acquisition of knowledge regarding other disciplines' roles and development of collaborative skills; and change in collaborative behavior. We searched PubMed, CINAHL, Embase, and ERIC for studies published from 2007 to 2017 in English; 19 studies were eligible. The Joanna Briggs Institute appraisal tool was used to assess the quality of the studies. Thirteen studies used a quasi-experimental design. The studies varied in terms of setting, teaching methods, assessment measures, and quality. Seventeen of the 19 studies (89%) that assessed change in attitudes toward other disciplines and value placed on a team-based approach for improving patient care, found statistically significant improvements. All seven of the studies that assessed change in collaborative behavior found statistically significant improvements. Among the 12 studies that assessed the development of collaborative skills, there were mixed results. Future directions include: conducting more studies among health-care professionals, assessing the long-term impact of IPE, objectively assessing change in collaborative behavior, and assessing the impact of IPE on patient-centered outcomes.
Bibliographie:ObjectType-Article-2
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ObjectType-Evidence Based Healthcare-1
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ISSN:1356-1820
1469-9567
1469-9567
DOI:10.1080/13561820.2019.1697214