Interprofessional education and collaboration in health professions: A narrative review of global evidence and lessons from the Philippines

Abstract

Background: Interprofessional education (IPE) and interprofessional collaboration (IPC) are globally recognized as strategies for strengthening health systems and improving patient outcomes. Although frameworks and evidence have been well established in high-income countries, insights from low- and middle-income contexts remain limited. In the Philippines, studies on IPE and IPC are emerging but remain fragmented across disciplines and institutions. Objectives: This review aimed to synthesize international and Philippine literature on IPE and IPC, identify key frameworks, experiences, and challenges, and discuss implications for education, practice, and policy development in the Philippine context. Materials and methods: A narrative review approach was used to integrate diverse forms of evidence on IPE and IPC. Sources were identified through PubMed, Scopus, Google Scholar, and relevant organizational reports using the keywords “interprofessional education,” “interprofessional collaboration,” “health professions,” and “Philippines.” Articles published in English between 2000 and 2024 were included if they discussed definitions, frameworks, implementation strategies, challenges, or outcomes. Extracted data were synthesized thematically to operationalize the review objectives, focusing on conceptual and policy foundations of IPE and IPC, evidence of effectiveness, international experiences, the Philippine context and local evidence, and challenges, barriers, and sustainability. Results: Global literature shows that IPE enhances teamwork, communication, and, in some cases, patient outcomes, though findings are often constrained by methodological heterogeneity. International frameworks from Australia, Canada, the United Kingdom, and the United States establish shared competency domains but highlight challenges in assessment and curriculum integration. Philippine studies demonstrate readiness among students and professionals, pilot initiatives in community and institutional settings, and recurring barriers such as faculty shortages, professional hierarchies, and limited policy support. Sustainability emerged as a major concern in both global and local contexts. Conclusion: IPE and IPC hold significant potential to advance collaborative health professions education in the Philippines and similar low- and middleincome countries. To strengthen sustainability, contextual adaptation of global frameworks, investment in faculty development, alignment of accreditation and policy standards, and longitudinal research are essential to building enduring models that enhance interprofessional collaboration and health system outcomes.