Enhancing the effectiveness of interprofessional education in health science education: a state-of-the-art review

Background: In order to foster effective collaboration and improve healthcare outcomes, students from multiple health professions engage in interprofessional education (IPE), learning together and from each other. Existing literature explores the effectiveness of IPE within health sciences but presents varied findings. The purpose of this study is to The effectiveness of IPE is defined as the four levels of training evaluation delineated by Kirkpatrick: reaction, learning, behavior, and results. Affecting factors are defined as elements directly influencing IPE effectiveness, while intermediating factors are influenced by these affecting factors, subsequently impacting overall IPE effectiveness. Methods: A state-of-the-art review was conducted using medical databases PubMed, MEDLINE, PsycINFO, Web of Science, and Scopus. Search terms included: (interprofessional learning) OR (interprofessional education) AND (higher education) within the time frame of 2017 to 2022. The methodological quality of the included studies was assessed using Joanna Briggs Institute checklists for quasi-experimental and qualitative studies. Study features were evaluated using a coding scheme, and qualitative analysis of the included studies was performed. Results: Fifty-four studies met the inclusion criteria after screening. Qualitative analysis revealed four affecting factors: 1) Community-based learning approach, 2) Problem-based learning approach, 3) Experiential learning approach, and 4) Technology-based learning approach. Intermediating factors included student and team characteristics, such as boundary crossing, team leadership, readiness, educational discipline and background, and interprofessional attitudes. Additionally, educational design characteristics, like intervention duration, facilitation, and authenticity of learning experiences, served as intermediating factors. Organizational characteristics, such as organizational culture and logistics, were identified as further intermediating factors. Conclusion: This study provides insight on factors affecting and intermediating IPE effectiveness, vital in the design of IPE programs. Based on the findings we formulated six practical tips to enhance IPE effectiveness.