Implementation and impact of an interprofessional education curriculum on medical, pharmacy, and social work students’ attitudes, perceptions, and self-assessed teamwork skills

Exploring experiential learning within interprofessional practice education initiatives for pre-licensure healthcare students: a scoping review

“…Fourty-four articles provided a description of planning, implementation and/or evaluation of elements of an IPP program [ 48 – 50 , 57 , 59 , 60 , 62 , 65 , 67 , 69 , 71 , 72 , 75 , 78 , 81 , 87 – 91 , 93 , 96 , 100 – 121 ], while the intent of one article was to describe the importance of IPP in relation to service delivery, care and meeting the needs of a population [ 122 ]. Program evaluation of the overall implementation or outcomes of an IPP initiative, such as curriculum design, was identified as a primary purpose in 13 articles [ 56 , 59 , 75 , 95 , 98 , 114 , 117 , 123 – 128 ] and evaluation of impact of the IPP initiative on stakeholders (i.e., clients, health agency placements, etc.) was also identified [ 53 , 59 , 61 , 62 , 129 ].…”

“… Evaluation of placements and experience on student outcomes . Evaluation of the impact of clinical placements on students’ attitudes and/or perspectives towards IPE, IPC, IPL, IPP, and/or their placement experience was a purpose in 30 articles [ 49 – 52 , 63 , 65 , 68 , 72 , 73 , 76 – 78 , 82 , 83 , 85 , 98 , 117 , 118 , 121 , 122 , 130 , 135 – 143 ]. In 28 articles a purpose was to describe some specific aspect of the students’ perceptions on their experience, learning, or success from the IPP education initiative, such as competency development, cultural beliefs, interprofessional socialization, understanding of complex health issues, or other aspect of professional development [ 49 – 51 , 54 , 55 , 58 , 60 , 66 , 72 , 74 , 75 , 79 , 80 , 97 – 99 , 116 , 118 , 122 , 123 , 127 , 130 , 133 , 142 , 144 – 147 ].…”

“…Related to this, 20 of the initiatives were designed to build on IPE, IPL, and/or IPC theory or experiences through the initiative [ 48 , 59 , 70 , 80 , 87 , 92 , 106 , 109 , 111 , 112 , 114 , 128 , 131 , 133 , 135 , 137 , 138 , 140 , 141 , 144 ]. Gaining familiarity with other disciplines and professions and learning from each other was cited as an intention in 16 of the IPP education initiatives [ 55 , 56 , 64 , 65 , 73 , 74 , 82 , 88 , 91 , 98 , 115 , 121 , 130 , 134 , 135 , 141 ]. For 10 of the articles an intent was to provide IPP EL to pairings of specific student disciplines, such as: medicine and pharmacy [ 68 , 121 ]; medicine and physician assistants [ 96 ]; medicine and psychology [ 90 ]; nursing and medicine [ 133 ]; nurse practitioner and dentistry [ 113 ]; nurse practitioner and medicine [ 146 ]; physical therapy and occupational therapy [ 75 , 111 ]; and psychology interns and primary care physicians [ 89 ].…”

“…Nature of student participation reflected how students were involved in the IPP education initiative. For 41 IPP initiatives described in the literature the learning experience was a clinical placement where students of at least one discipline were assigned to participate as part of their educational program with other students from other disciplines participating through elective coursework or volunteerism [ 49 , 53 , 55 , 56 , 59 , 62 , 63 , 68 , 74 , 77 , 81 – 87 , 93 , 95 , 96 , 98 , 103 , 104 , 106 , 107 , 109 , 111 – 113 , 115 , 120 , 123 , 128 , 131 , 134 , 135 , 137 , 141 , 142 , 146 , 148 ]. Terms that were considered synonymous with clinical placement included clinical rotation , training site , clerkship , and residency [ 68 , 77 , 83 , 86 , 93 , 112 , 123 ].…”

“…Terms that were considered synonymous with clinical placement included clinical rotation , training site , clerkship , and residency [ 68 , 77 , 83 , 86 , 93 , 112 , 123 ]. In seven articles the initiative appeared to be required as part of course work or curriculum for at least one discipline [ 49 , 61 , 68 , 98 , 100 , 112 , 126 ] and in 10 instances it appeared to be an elective course or optional experience for credit for at least one discipline [ 50 , 51 , 54 , 64 , 71 , 91 , 101 , 117 , 119 , 120 ]. Participation of students in IPP education initiatives was identified as voluntary in 15 articles [ 52 , 60 , 66 , 69 , 79 , 97 , 108 , 114 , 118 , 122 , 125 , 127 , 132 , 138 , 145 ] and three articles suggested either a voluntary nature or clinical practicum requiring an application process [ 76 , 85 , 130 ].…”