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Cited by 47Interprofessional Education and CollaborationInnovations in Medical EducationSimulation-Based Education in Healthcare

Exploring experiential learning within interprofessional practice education initiatives for pre-licensure healthcare students: a scoping review

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Nagel, Daniel A., Penner, Jamie L., Halas, Gayle, Philip, Mark T., Cooke, Carol A.·2024·BMC Medical Education
DOI 10.1186/s12909-024-05114-wPMC PMC10863283
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Abstract

Background: Interprofessional collaborative team-based approaches to care in health service delivery has been identified as important to health care reform around the world. Many academic institutions have integrated interprofessional education (IPE) into curricula for pre-licensure students in healthcare disciplines, but few provide formal initiatives for interprofessional practice (IPP). It is recognized that experiential learning (EL) can play a significant role supporting IPP education initiatives; however, little is known of how EL is used within education for IPP in healthcare settings. Methods: We conducted a scoping review to map peer-reviewed literature describing IPP education initiatives involving EL for pre-licensure students in healthcare disciplines. A literature search was executed in MEDLINE, CINAHL, EMBASE, ERIC, PsycINFO, Scopus, and Social Services Abstracts. After deduplication, two independent reviewers screened titles and abstracts of 5664 records and then 252 full-text articles that yielded 100 articles for data extraction. Data was extracted using an Excel template, and results synthesized for presentation in narrative and tabular formats. Results: The 100 included articles represented 12 countries and IPP education initiatives were described in three main typologies of literature – primary research, program descriptions, and program evaluations. Forty-three articles used a theory, framework, or model for design of their initiatives with only eight specific to EL. A variety of teaching and learning strategies were employed, such as small interprofessional groups of students, team huddles, direct provision of care, and reflective activities, but few initiatives utilized a full EL cycle. A range of perspectives and outcomes were evaluated such as student learning outcomes, including competencies associated with IPP, impacts and perceptions of the IPP initiatives, and others such as client satisfaction. Conclusion: Few educational frameworks specific to EL have been used to inform EL teaching and learning strategies to consolidate IPE learning and prepare students for IPP in healthcare settings. Further development and evaluation of existing EL frameworks and models would be beneficial in supporting robust IPP educational initiatives for students in healthcare disciplines. Intentional, thoughtful, and comprehensive use of EL informed by theory can contribute important advances in IPP educational approaches and the preparation of a future health care workforce.

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  • Such pedagogical logic restructuring provides a theoretical pathway to resolve the persistent "knowing-doing gap" in hospital management education.

    “Such pedagogical logic restructuring provides a theoretical pathway to resolve the persistent “knowing-doing gap” in hospital management education [16, 17].”

    From Reforming hospital management education with the P-MASE pedagogy: a randomized controlled trial (2026) · cites this paper as [17]

    The Conclusion (page not provided) says that theory-informed experiential learning can strengthen interprofessional practice education for pre-licensure healthcare students. That supports the general idea of a pedagogical pathway from learning to practice, but the paper does not address a persistent “knowing-doing gap” in hospital management education or claim to resolve it. (LLM, conf=0.84)

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Research works printed but not linked: 3

  1. [3]World Health Organization. Framework for action on interprofessional education and collaborative practice. World Health Organization; 2010. https://www.who.int/publications/i/ item/framework-for-action-on-interprofessional-education-collaborative-practice. Accessed 26 Oct 2023. 21174039
  2. [26]Kolb DA Experiential learning: experience as the source of learning and development 2015 2 Upper Saddle River Pearson Education Inc.
  3. [29]Kolb AY Kolb DA The experiential educator: principles and practices of experiential learning 2017 Kaunakakai EBLS Press

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Authors
Nagel, D. A., Penner, J. L., Halas, G., Philip, M. T., & Cooke, C. A.
Affiliations
University of Manitoba (CA)
Corresponding author
Nagel, Daniel A.
ORCID
Venue
BMC Medical Education
Publisher
Springer Science and Business Media LLC
Published
2024-02-13
Volume
24
Issue
1
Pages
139-139
ISSN
1472-6920 (ISSN-L)
DOI
10.1186/s12909-024-05114-w
PMC
PMC10863283
OpenAlex
W4391781292
Cited by
47
References
136
Citations by year
2026: 22 · 2025: 21 · 2024: 4
FWCI
4.22
Type
journal article
Language
en
Open access
Licence
Locations
  • BMC Medical Education (publishedVersion, cc-by)
  • PubMed Central (publishedVersion, cc-by)
  • PubMed (publishedVersion)
  • Mspace (University of Manitoba) (acceptedVersion, other-oa)
  • Mspace (University of Manitoba) (submittedVersion)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
Funders
UM Scholarship of Teaching & Learning Grant
Topics
  • Health Sciences › Health Professions › General Health Professions › Interprofessional Education and Collaboration
  • Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
  • Health Sciences › Medicine › Physiology › Simulation-Based Education in Healthcare
Keywords
interprofessional practice, interprofessional education, experiential learning, team-based care, reflective practice, team huddles, learning outcomes, client satisfaction
MeSH terms
Interprofessional Education, Curriculum, Delivery of Health Care, Humans, Interprofessional Relations, Students, Problem-Based Learning

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