Impact of interprofessional education on students of the health professions: a systematic review
Open accessAbstract
Purpose: Interprofessional education (IPE) is a concept that allows students from different health professions to learn with and from each other as they gain knowledge about their chosen professions and the professions of their colleagues. The purpose of this systematic review was to determine the effectiveness of IPE in the academic preparation of students of the health professions.Methods: A search was conducted of the PubMed and CINAHL databases using the following eligibility criteria: IPE including students from 3 or more healthcare professions, IPE exposure within academic coursework, measurement of attitudes and/or perceptions as outcomes, and quantitative reporting of results. Articles were screened by title, abstract, and full text, and data were extracted.Results: The search yielded 870 total articles. After screening, 7 articles remained for review. All studies reported a positive impact of IPE on the education of students of the health professions.Conclusion: Evidence showed that IPE activities were an effective tool for improving attitudes toward interdisciplinary teamwork, communication, shared problem-solving, and knowledge and skills in preparation for collaboration within interdisciplinary teams.
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Interprofessional education prepares health professions students to collaborate effectively in team-based care environments and has been associated with improvements in teamwork, communication, and professional role understanding.
“Interprofessional education (IPE) prepares health professions students to collaborate effectively in team-based care environments and has been associated with improvements in teamwork, communication, and professional role understanding (Dyess et al., 2019;Gilbert et al., 2010;Reeves et al., 2013).”
From Ten years of student-reported outcomes from simulation-based interprofessional education in an underrepresented academic setting (2026) · cites this paper as Dyess et al., 2019
The Discussion (Summary of evidence; page not provided) reports improved attitudes toward teamwork and communication, and describes IPE as preparation for collaboration. The Introduction (Rationale; page not provided) says students learn about their own and colleagues’ professions, but the review does not report an improvement in professional role understanding as a measured outcome. Its reported teamwork outcomes are chiefly attitudes and self-perceptions, rather than demonstrated effectiveness in team-based care. (LLM, conf=0.84)
Experimental — accuracy not yet measuredMuch of the existing literature on simulation-based IPE originates from well-resourced academic medical centers with established simulation infrastructure.
“much of the existing literature originates from wellresourced academic medical centers with established simulation infrastructure (Dyess et al., 2019;Gilbert et al., 2010)”
From Ten years of student-reported outcomes from simulation-based interprofessional education in an underrepresented academic setting (2026) · cites this paper as Dyess et al., 2019
The References list simulation-based IPE studies, but neither those entries nor the review’s Discussion identifies their institutions as well-resourced academic medical centers or assesses their simulation infrastructure. Searches for those terms and for study settings found no passage establishing where much of the literature originates. (LLM, conf=0.76)
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Research works printed but not linked: 11
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- [2]Acquavita SP Lewis MA Aparicio E Pecukonis E Student perspectives on interprofessional education and experiences J Allied Health 2014 43 e31 e36 24925043
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- [8]Leithead J 3rd Garbee DD Yu Q Rusnak VV Kiselov VJ Zhu L Paige JT Examining interprofessional learning perceptions among students in a simulation-based operating room team training experience J Interprof Care 2018 9 19 [Epub]. 10.1080/13561820.2018.1513464 30230415 · DOI
- [9]Paige JT Garbee DD Kozmenko V Yu Q Kozmenko L Yang T Bonanno L Swartz W Getting a head start: high-fidelity, simulation-based operating room team training of interprofessional students J Am Coll Surg 2014 218 140 149 10.1016/j.jamcollsurg.2013.09.006 24183570 · DOI
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Ojo, O. A., Arciaga, P., Jama, A., Pan, D., & Bazargan-Hejazi, S. (2026) · Journal of Interprofessional Care · doi:10.1080/13561820.2026.2707645
- Authors
- Dyess, A. L., Brown, J. S., Brown, N. D., Flautt, K. M., & Barnes, L. J.
- Affiliations
- University of Mississippi Medical Center (US)
- Hallym University (KR)
- Corresponding author
- Barnes, Lisa Jayroe
- Venue
- Journal of Educational Evaluation for Health Professions
- Published
- 2019-10-23
- Volume
- 16
- Pages
- 33
- ISSN
- 1738-1339 (ISSN-L)
- 1975-5937
- PMC
- PMC6851655
- OpenAlex
- W2981614551
- Cited by
- 124
- References
- 0
- Citations by year
- 2026: 26 · 2025: 28 · 2024: 23 · 2023: 16 · 2022: 11 · 2021: 13 · 2020: 7
- FWCI
- 1.40
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- Locations
- Journal of Educational Evaluation for Health Professions (publishedVersion, cc-by)
- Europe PMC (PubMed Central) (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- 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, health professions students, interdisciplinary teamwork, communication skills, attitudes toward teamwork, collaborative problem solving, academic preparation
- MeSH terms
- Attitude of Health Personnel, Clinical Competence, Communication, Evaluation Studies as Topic, Health Occupations, Humans, Interprofessional Relations, Problem Solving, Social Change, Students, Health Occupations, Knowledge, Interdisciplinary Communication
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