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Interprofessional Education Between Undergraduate Medical and Midwifery Students: A Mixed-Methods Systematic Review
Nermin Abulibda1, Shukrat O Salisu-Olatunji2, Clare L Gillies3
1The Stoneygate Centre for Empathic Healthcare, Leicester Medical School, George Davies Centre, University of Leicester, Leicester, UK.
Summary
Interprofessional education (IPE) between medical and midwifery students improves teamwork and communication. Simulation-based IPE is effective, but requires addressing professional hierarchies for optimal outcomes in healthcare.
Area of Science:
- Healthcare Education
- Medical Training
- Midwifery Education
Background:
- Interprofessional education (IPE) is crucial for effective doctor-midwife collaboration in healthcare.
- Evidence on IPE interventions specifically for medical and midwifery students requires systematic synthesis.
- This review examines the effectiveness and educational experiences of IPE between these professional groups.
Purpose of the Study:
- To systematically review the effectiveness of interprofessional education (IPE) interventions for undergraduate medical and midwifery students.
- To explore the educational experiences of medical and midwifery students participating in IPE.
- To identify facilitators and barriers to successful IPE implementation.
Main Methods:
- Searched MEDLINE, Scopus, CINAHL, Maternity and Infant Care, and PsycINFO (2015-2025).
- Included quantitative, qualitative, and mixed-methods studies on interprofessional communication interventions for medical and midwifery students.
- Two reviewers screened, extracted, and appraised studies; quantitative data were synthesized narratively, and qualitative data underwent thematic analysis.
Main Results:
- Sixteen studies (1,399 participants) utilized interventions like simulation, problem-based learning, and placements.
- Quantitative findings showed significant improvements in teamwork, role understanding, communication, and attitudes (SMD: 0.04-0.50).
- Qualitative synthesis identified facilitators (e.g., collaborative learning, communication development) and barriers (e.g., hierarchies, scheduling, role confusion).
Conclusions:
- Structured simulation-based IPE effectively enhances collaborative competencies between medical and midwifery students.
- Successful IPE requires addressing professional hierarchies and integrating curricula thoughtfully.
- Early IPE implementation can foster collaboration and reduce harm in maternal care.
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