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A scoping review of interprofessional education in healthcare: evaluating competency development, educational outcomes and challenges

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Patel, Hemal, Perry, Simone, Badu, Eric, Mwangi, Felista, Onifade, Oyepeju, Mazurskyy, Alexander, Walters, Joanne, Tavener, Meredith +12 more·2025·BMC Medical Education
DOI 10.1186/s12909-025-06969-3PMC PMC11924666
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Abstract

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.

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  • Current hospital management curricula overemphasize legacy theories and underrepresent emerging competencies such as DRG/DIP.

    “curricula overemphasize legacy theories and underrepresent emerging competencies such as Diagnosis-Related Groups (DRG) / Diagnosis-Intervention Packet (DIP) [2–4]”

    From Reforming hospital management education with the P-MASE pedagogy: a randomized controlled trial (2026) · cites this paper as [4]

    The Discussion’s ‘Implications for practice’ section recommends developing curricula that include interprofessional education competencies. It does not assess hospital management curricula or say they overemphasize legacy theories or underrepresent DRG/DIP. Searches for the claim’s wording and for DRG/DIP found no passage addressing those points; page numbers were unavailable in our copy. (LLM, conf=0.75)

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Cited by

Sorted by citations

Authors
Patel, H., Perry, S., Badu, E., Mwangi, F., Onifade, O., Mazurskyy, A., Walters, J., Tavener, M., Noble, D., Chidarikire, S., Lethbridge, L., Jobson, L., Carver, H., MacLellan, A., Govind, N., Andrews, G., Kerrison-Watkin, G., Lun, E., Malau-Aduli, B. S., & on behalf of the ACHIEVE Network
Affiliations
  • NSW Ambulance (AU)
  • University of Newcastle Australia (AU)
  • UNSW Sydney (AU)
  • Central Coast Local Health District (AU)
  • University of Technology Sydney (AU)
ORCID
Venue
BMC Medical Education
Publisher
Springer Science and Business Media LLC
Published
2025-03-20
Volume
25
Issue
1
Pages
409-409
ISSN
1472-6920 (ISSN-L)
DOI
10.1186/s12909-025-06969-3
PMC
PMC11924666
OpenAlex
W4408674039
Cited by
131
References
3
Citations by year
2026: 97 · 2025: 34
FWCI
25.74
Type
journal article
Language
en
Open access
Licence
Locations
  • BMC Medical Education (publishedVersion, cc-by)
  • PubMed Central (publishedVersion, cc-by)
  • PubMed (publishedVersion)
  • ResearchOnline - JCU (James Cook University) (acceptedVersion)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
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, interprofessional collaboration, core competencies, teamwork, interprofessional communication, role clarity, power relations, educational outcomes, health professions students
MeSH terms
Interprofessional Education, Clinical Competence, Communication, Cooperative Behavior, Health Occupations, Health Personnel, Humans, Interprofessional Relations, Patient Care Team

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