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Developing an evidence base for interdisciplinary learning: a systematic review.

H Cooper1, C Carlisle, T Gibbs

  • 1University of Liverpool, Liverpool, UK.Professor, Community Nursing, University of Liverpool, Liverpool, UK. hcooper@liv.ac.uk

Journal of Advanced Nursing
|July 10, 2001
PubMed
Summary
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Interdisciplinary education benefits undergraduate health students by improving knowledge and attitudes. However, its impact on professional practice and theoretical underpinnings requires further investigation for better educational outcomes.

Area of Science:

  • Health Professions Education
  • Interdisciplinary Studies
  • Curriculum Development

Background:

  • Interdisciplinary education is increasingly recognized for its potential to enhance healthcare training.
  • Evidence-based practice necessitates a review of educational interventions for health professionals.
  • This study focuses on undergraduate health professional programs.

Purpose of the Study:

  • To explore the feasibility of interdisciplinary education in undergraduate health professional programs.
  • To systematically review existing evidence on interdisciplinary education for health students.
  • To inform educational practice and future research guidelines.

Main Methods:

  • A systematic review methodology was employed to synthesize existing literature.

Related Experiment Videos

  • Adapted principles for systematic reviews were used for data integration.
  • Methodological quality assessments were conducted on included studies.

    • Main Results:

    • The literature comprised diverse sources, with limited research data and substantial evaluation literature.
    • Out of 141 identified studies, only 30 (21%) met the inclusion criteria due to methodological rigor and outcome measure limitations.
    • Included studies indicated positive outcomes in student knowledge, skills, attitudes, and beliefs.

    Conclusions:

    • Interdisciplinary education positively impacts undergraduate health professionals' knowledge, skills, attitudes, and beliefs.
    • Observable effects on professional practice were not discernible from the reviewed literature.
    • Educational and psychological theories were infrequently utilized in designing interdisciplinary interventions.