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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Published in:	Journal of interprofessional care Vol. 35; no. 4; pp. 612 - 621
Main Authors:	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
Language:	English
Published:	England Taylor & Francis 04.07.2021 Taylor & Francis Ltd
Subjects:	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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Abstract	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.
AbstractList	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 healthcare 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; nineteen 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 nineteen studies (89%) that assessed change in attitudes towards 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 development of collaborative skills, there were mixed-results. Future directions include: conducting more studies among healthcare professionals, assessing the long-term impact of IPE, objectively assessing change in collaborative behavior, and assessing the impact of IPE on patient-centered outcomes. 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. 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.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.
Author	Marvel, Francoise A. Han, Hae-Ra Spaulding, Erin M. Hansen, Bryan R. Martin, Seth S. Jacob, Elsen Rahman, Alphie Hanyok, Laura A.
AuthorAffiliation	3 Department of Pharmacy, Johns Hopkins Bayview Medical Center, Baltimore, MD 5 Center for Cardiovascular and Chronic Care, Johns Hopkins University School of Nursing, Baltimore, MD 2 Ciccarone Center for the Prevention of Cardiovascular Disease, Division of Cardiology, Department of Medicine, Johns Hopkins University School of Medicine, Baltimore, MD 4 Interprofessional Practice and Patient Safety, Johns Hopkins Bayview Medical Center, Baltimore, MD 1 Johns Hopkins School of Nursing, Baltimore, MD
AuthorAffiliation_xml	– name: 1 Johns Hopkins School of Nursing, Baltimore, MD – name: 4 Interprofessional Practice and Patient Safety, Johns Hopkins Bayview Medical Center, Baltimore, MD – name: 5 Center for Cardiovascular and Chronic Care, Johns Hopkins University School of Nursing, Baltimore, MD – name: 2 Ciccarone Center for the Prevention of Cardiovascular Disease, Division of Cardiology, Department of Medicine, Johns Hopkins University School of Medicine, Baltimore, MD – name: 3 Department of Pharmacy, Johns Hopkins Bayview Medical Center, Baltimore, MD
Author_xml	– sequence: 1 givenname: Erin M. orcidid: 0000-0001-8390-2277 surname: Spaulding fullname: Spaulding, Erin M. email: Espauld2@jhu.edu organization: Johns Hopkins School of Nursing – sequence: 2 givenname: Francoise A. surname: Marvel fullname: Marvel, Francoise A. organization: Johns Hopkins University School of Medicine – sequence: 3 givenname: Elsen orcidid: 0000-0001-5598-2273 surname: Jacob fullname: Jacob, Elsen organization: Johns Hopkins Bayview Medical Center – sequence: 4 givenname: Alphie surname: Rahman fullname: Rahman, Alphie organization: Interprofessional Practice and Patient Safety, Johns Hopkins Bayview Medical Center – sequence: 5 givenname: Bryan R. orcidid: 0000-0001-6116-295X surname: Hansen fullname: Hansen, Bryan R. organization: Johns Hopkins School of Nursing – sequence: 6 givenname: Laura A. orcidid: 0000-0001-8478-8875 surname: Hanyok fullname: Hanyok, Laura A. organization: Interprofessional Practice and Patient Safety, Johns Hopkins Bayview Medical Center – sequence: 7 givenname: Seth S. orcidid: 0000-0002-7021-7622 surname: Martin fullname: Martin, Seth S. organization: Johns Hopkins University School of Medicine – sequence: 8 givenname: Hae-Ra orcidid: 0000-0002-9419-594X surname: Han fullname: Han, Hae-Ra organization: Johns Hopkins University School of Nursing
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SubjectTerms	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
Title	Interprofessional education and collaboration among healthcare students and professionals: a systematic review and call for action
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Volume	35
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