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Enhancing the effectiveness of interprofessional education in health science education: a state-of-the-art review

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Oudbier, Janique, Verheijck, Etienne, van Diermen, Denise, Tams, Jan, Bramer, Jos, Spaai, Gerard·2024·BMC Medical Education
DOI 10.1186/s12909-024-06466-zPMC PMC11657493
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Abstract

BACKGROUND: In order to foster effective collaboration and improve healthcare outcomes, students from multiple health professions engage in interprofessional education (IPE), learning together and from each other. Existing literature explores the effectiveness of IPE within health sciences but presents varied findings. The purpose of this study is to The effectiveness of IPE is defined as the four levels of training evaluation delineated by Kirkpatrick: reaction, learning, behavior, and results. Affecting factors are defined as elements directly influencing IPE effectiveness, while intermediating factors are influenced by these affecting factors, subsequently impacting overall IPE effectiveness. METHODS: A state-of-the-art review was conducted using medical databases PubMed, MEDLINE, PsycINFO, Web of Science, and Scopus. Search terms included: (interprofessional learning) OR (interprofessional education) AND (higher education) within the time frame of 2017 to 2022. The methodological quality of the included studies was assessed using Joanna Briggs Institute checklists for quasi-experimental and qualitative studies. Study features were evaluated using a coding scheme, and qualitative analysis of the included studies was performed. RESULTS: Fifty-four studies met the inclusion criteria after screening. Qualitative analysis revealed four affecting factors: 1) Community-based learning approach, 2) Problem-based learning approach, 3) Experiential learning approach, and 4) Technology-based learning approach. Intermediating factors included student and team characteristics, such as boundary crossing, team leadership, readiness, educational discipline and background, and interprofessional attitudes. Additionally, educational design characteristics, like intervention duration, facilitation, and authenticity of learning experiences, served as intermediating factors. Organizational characteristics, such as organizational culture and logistics, were identified as further intermediating factors. CONCLUSION: This study provides insight on factors affecting and intermediating IPE effectiveness, vital in the design of IPE programs. Based on the findings we formulated six practical tips to enhance IPE effectiveness.

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  • Systematic interdisciplinary training is limited, weakening graduates' coordination across information, clinical, and administrative interfaces.

    “systematic interdisciplinary training is limited, weakening graduates’ coordination across information, clinical, and administrative interfaces [7].”

    From Reforming hospital management education with the P-MASE pedagogy: a randomized controlled trial (2026) · cites this paper as [7]

    The Results (Guidance and reflection; page unavailable) identify scheduling and program sustainability as barriers to interprofessional education, while the Background links that education to collaborative skills. The review does not establish that systematic training is generally limited or that its absence weakens graduates’ coordination across information, clinical, and administrative interfaces. (LLM, conf=0.78)

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Cited by

Sorted by citations

Authors
Oudbier, J., Verheijck, E., van Diermen, D., Tams, J., Bramer, J., & Spaai, G.
Affiliations
  • Academic Center for Dentistry Amsterdam (NL)
  • Amsterdam UMC Location University of Amsterdam (NL)
Corresponding author
Verheijck, Etienne
ORCID
Bramer, Jos
Venue
BMC Medical Education
Publisher
Springer Science and Business Media LLC
Published
2024-12-19
Volume
24
Issue
1
Pages
1492-1492
ISSN
1472-6920 (ISSN-L)
DOI
10.1186/s12909-024-06466-z
PMC
PMC11657493
OpenAlex
W4405518964
Cited by
42
References
1
Citations by year
2026: 26 · 2025: 16
FWCI
3.77
Type
journal article
Language
en
Open access
Licence
Locations
  • BMC Medical Education (publishedVersion, cc-by-nc-nd)
  • PubMed Central (publishedVersion, cc-by-nc-nd)
  • PubMed (publishedVersion)
  • Pure Amsterdam UMC (publishedVersion, cc-by)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
  • VU Research Portal (submittedVersion, other-oa)
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
  • Social Sciences › Decision Sciences › Information Systems and Management › Interdisciplinary Research and Collaboration
Keywords
interprofessional education, health professions education, Kirkpatrick model, community-based learning, problem-based learning, experiential learning, technology-based learning, boundary crossing, team leadership, interprofessional attitudes, organizational culture
MeSH terms
Interprofessional Education, Cooperative Behavior, Curriculum, Health Occupations, Humans, Interprofessional Relations

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