Clinical interprofessional education in the health professions: a scoping review protocol

Abstract

The objective of this scoping review is to identify, characterize, and summarize evidence from the published literature on clinical interprofessional education.Introduction: Clinical interprofessional education refers to learning within clinical learning environments, such as hospitals, primary care clinics, and long-term care facilities. The learning involves direct interaction with real patients, where learners collaborate to deliver care and improve health outcomes.Inclusion criteria: This scoping review will consider clinical interprofessional education activities in the context of patient care. Criteria include two or more health professions, two or more learner groups, and involvement of real patients/patient care.Methods: This review will be conducted in accordance with the JBI methodology for scoping reviews. Databases searched will include PubMed, CINAHL, and Scopus. Results will be limited to English language publications from 2015 to the present. Extracted data will include the different types of clinical learning environments, the professions involved, the targeted learning/competency outcomes, and the measurement tools used by the authors. Titles/ abstracts and full texts of articles will be screened by two reviewers for potential inclusion, with discrepancies resolved by a third reviewer if necessary. Extracted data will be presented in diagrammatic or tabular format. A narrative summary will accompany the tabulated and/or charted results, describing how the results relate to the review objective and research questions, and how the results might inform future clinical interprofessional education in health professions education.

Interprofessional education interventions in undergraduate students of musculoskeletal healthcare professions: a scoping review protocol

“…The data extracted will include specific details that include the title, author names, date of source, publication year and type, study design, keywords, abstract screening for appropriateness, study setting and population, reported benefits, reported limitations, conclusion, most significant findings, and findings relevant to the review questions. Further to this, extracted data will include the types of clinical learning environments used, the health professions that the involved students belonged to, stipulated learning outcomes, evaluation of the intervention and any measurement tools used 40. The form will be pilot tested by the researcher and research librarian to ensure consistency 29.…”

“…Further to this, extracted data will include the types of clinical learning environments used, the health professions that the involved students belonged to, stipulated learning outcomes, evaluation of the intervention and any measurement tools used. 40 The form will be pilot tested by the researcher and research librarian to ensure consistency. 29 Any modifications made to the data extraction tool will be stated in the scoping review.…”