What is the effect of different interprofessional education teaching strategies on healthcare professions students’ interprofessional learning outcomes? A systematic narrative review

IF 3.3 3区医学 Q1 NURSING

Nurse Education in Practice Pub Date : 2025-02-01 DOI:10.1016/j.nepr.2025.104255

Liping Kong , Emma Briggs , Andreas Xyrichis

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引用次数: 0

Abstract

Aim

To explore different types of interprofessional education (IPE) teaching strategies used in pre-licensure interprofessional learning programmes and the effective components of these strategies in promoting student learning, IPE skills, behavioural change, organisational practice, or patient health outcomes.

Background

IPE is rapidly becoming a core element of health professions preparation programmes worldwide, but the differential effects of different ways of delivering IPE are not well documented.

Design

Systematic narrative review.

Method

Systematic searches were completed in four major biomedical databases from inception until 2023. The most dominant approach for each study was used to classify the studies. The standardised effect of different IPE interventions on healthcare professional students’ interprofessional learning outcomes were extracted and compared.

Results

Simulation was commonly used by IPE educators in undergraduate health education settings, changing participants' attitudes toward interprofessional learning. In addition, role-play, group discussion, and case studies showed significant benefits in improving communication and collaboration abilities. Based on the component analysis of the included 24 studies, IPE developers were recommended to consider key elements in designing effective education interventions, including a specific teaching setting, a well-designed strategy, an appropriate guiding theory, and suitable educational outcomes which target the learning elements that the intervention was designed to affect.

Conclusion

The available data suggested that no single teaching strategy was superior in improving health students’ interprofessional learning outcomes. Controlled intervention studies that randomise similar student populations to different IPE strategies are needed to improve understanding of their comparative effects on different learning outcomes.

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不同的跨专业教育教学策略对医疗保健专业学生跨专业学习成果的影响是什么？系统的叙述性评论

目的：探索不同类型的跨专业教育（IPE）教学策略在执照前跨专业学习计划中使用，以及这些策略在促进学生学习、IPE技能、行为改变、组织实践或患者健康结果方面的有效组成部分。背景：IPE正迅速成为世界范围内卫生专业人才培养计划的核心要素，但不同的IPE教学方式的不同效果并没有得到很好的证明。设计：系统的叙述回顾。方法：系统检索4个主要的生物医学数据库，从成立到2023年。每个研究中最主要的方法被用来对研究进行分类。提取并比较不同IPE干预对卫生保健专业学生跨专业学习成果的标准化效应。结果：在本科健康教育中，IPE教育者普遍使用模拟，改变了参与者对跨专业学习的态度。此外，角色扮演、小组讨论和案例研究在提高沟通和协作能力方面显示了显著的好处。基于对纳入的24项研究的成分分析，建议IPE开发者在设计有效的教育干预措施时考虑关键因素，包括特定的教学环境、精心设计的策略、适当的指导理论和针对干预所要影响的学习要素的适当教育成果。结论：现有数据表明，没有一种教学策略在改善健康学生的跨专业学习成果方面具有优势。需要进行对照干预研究，将相似的学生群体随机分配到不同的IPE策略中，以提高对不同学习结果的比较效果的理解。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Nurse Education in Practice NURSING-

CiteScore

5.40

自引率

9.40%

发文量

180

审稿时长

51 days

期刊介绍： Nurse Education in Practice enables lecturers and practitioners to both share and disseminate evidence that demonstrates the actual practice of education as it is experienced in the realities of their respective work environments. It is supportive of new authors and will be at the forefront in publishing individual and collaborative papers that demonstrate the link between education and practice.