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Interprofessional pre-qualification clinical education: a systematic review
Megan Davidson1, Robyn A Smith, Karen J Dodd
1School of Physiotherapy, La Trobe University, La Trobe University, Melbourne, VIC 3054, Australia. m.davidson@latrobe.edu.au
Summary
Interprofessional clinical education (IPCE) programs vary widely in aims and evaluation methods. Successful IPCE requires detailed planning and stakeholder commitment, though evidence supporting specific approaches is limited.
Area of Science:
- Health Professions Education
- Interprofessional Healthcare
- Clinical Training
Background:
- Interprofessional clinical education (IPCE) is increasingly recognized in healthcare.
- Programs involve diverse health professions like medicine, nursing, and physiotherapy.
- Existing literature shows varied program structures and outcome evaluations.
Purpose of the Study:
- To review the literature on interprofessional clinical education (IPCE) programs.
- To identify common models, aims, activities, and evaluation methods.
- To explore barriers and facilitators to successful IPCE implementation.
Main Methods:
- A systematic search of relevant databases and reference lists was conducted.
- 25 articles were included from 420 potentially relevant sources.
- Included studies focused on medicine, nursing, physiotherapy, occupational therapy, and social work.
Main Results:
- IPCE programs exhibit diverse aims, activities, and evaluation approaches.
- Logistical challenges are major barriers, requiring significant planning and negotiation.
- Models of IPCE are varied, with limited evidence favoring specific approaches.
Conclusions:
- Successful IPCE hinges on detailed planning, stakeholder enthusiasm, and commitment.
- While guiding principles exist, robust evidence for specific IPCE models is scarce.
- Further research is needed to support evidence-based practices in interprofessional education.
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