Journal of Interprofessional Education and Practice最新文献

{"title":"A team-based interprofessional practice placement in primary care to promote students’ interprofessional collaborative competences","authors":"Tony Claeys ,&nbsp;Diana H.J.M. Dolmans ,&nbsp;Jascha de Nooijer","doi":"10.1016/j.xjep.2026.100803","DOIUrl":"10.1016/j.xjep.2026.100803","url":null,"abstract":"<div><div>Interprofessional collaboration is crucial in primary care, challenging undergraduate healthcare students developing collaborative competences for future practice. Team-Based Interprofessional Practice Placements (TIPP) in primary care offer authentic learning environments fostering interprofessional competences. However, the impact of a TIPP on Interprofessional Collaborative Competences (IPCC) remains unclear. We investigated students' IPCC before and after a TIPP in primary care (n = 156). IPCC were assessed based on the Dutch version of the Interprofessional Collaborative Competence Attainment Scale (ICCAS). The TIPP led to significant higher ICCAS scores, indicating an increase in self-perceived competences and overall improvements of IPCC across all study programs. However, the effect of the TIPP varied across competences, with dimensions as Collaboration and Roles and Responsibilities showing distinct patterns of growth within nursing and dietetics. Post-assessment data demonstrated no significant differences in ICCAS scores between study programs, suggesting the TIPP fostered comparable levels of competences across student cohorts, mitigating disparities in the pre-assessment data. This study highlights positive shifts observed in IPCC following a TIPP in primary care highlighting the significance of IPE and contributes to a deeper understanding of IPCC development in authentic learning environments.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"42 ","pages":"Article 100803"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147396273","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluation of interprofessional clinical training in pediatric rehabilitation: A scoping review","authors":"Pegah Firouzeh,&nbsp;Vibooshitha Thusyanthan,&nbsp;Briano Di Rezze","doi":"10.1016/j.xjep.2025.100796","DOIUrl":"10.1016/j.xjep.2025.100796","url":null,"abstract":"<div><div>This scoping review aimed to identify outcomes and associated methods for evaluating interprofessional collaboration or interdisciplinary clinical training in pediatric rehabilitation. Arksey and O'Malley's five-stage framework was used to conduct this scoping review. MEDLINE, CINAHL, EMBASE, Web of Science, EMCARE, and ERIC were searched for studies evaluating interprofessional collaboration and training in pediatric rehabilitation. Descriptive information was extracted, and outcomes and relevant assessment tools were categorized based on the evaluation type.</div><div>Forty-two articles were included in the review. Twenty-six studies evaluated interprofessional collaboration or training outcomes and described the evaluation process. Thirteen studies delivered intervention or care services through an interprofessional collaboration practice and evaluated interdisciplinary-based intervention outcomes. Three studies evaluated both categories of outcomes. The most frequently measured outcomes were experience with interprofessional collaboration (n = 13) and knowledge (n = 7) in the first and second categories. Different methods were used to evaluate the outcomes, including surveys, interviews, and focus groups.</div><div>This scoping review identified the most evaluated outcomes and related measurement tools in pediatric rehabilitation studies. Although different evaluation methods were used in the included studies, the findings may provide resources for interprofessional evaluation. These findings could also guide future research studies to close the gap in evaluating interprofessional collaboration in practice or in developing methodologies that capture the impact of interprofessional training in pediatric rehabilitation, both in the short and long term.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"42 ","pages":"Article 100796"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145841157","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Introducing a structured reflection card to support practice-based interprofessional learning","authors":"Isabella Colocci ,&nbsp;Allison Fialkowski ,&nbsp;Tara A. Singh ,&nbsp;Susan E. Farrell ,&nbsp;Tamra Keeney ,&nbsp;Katie O'Donnell ,&nbsp;Dorothy W. Tolchin ,&nbsp;Jennifer C. Kesselheim ,&nbsp;Rebecca Inzana ,&nbsp;Kelsey Miller","doi":"10.1016/j.xjep.2026.100800","DOIUrl":"10.1016/j.xjep.2026.100800","url":null,"abstract":"<div><div>Educators increasingly recognize the need for practice-based interprofessional education for health professions students, but current interventions are often limited by the voluntary nature, separation from core clinical experiences, and resource intensiveness. Informed by the concepts of boundary objects and boundary brokers from the landscapes of practice theory, we developed the Interprofessional Collaboration Card as a low-resource intervention to support mandatory practice-based interprofessional education for medical students during core clerkships. The Interprofessional Collaboration (IPC) Card prompts students to: 1) identify interprofessional collaborations during patient care; 2) elicit constructive feedback from the professional with whom they collaborated; and 3) reflect on knowledge and skills for interprofessional collaboration informed by the perspectives of both supervising physicians and other health professionals. During AY 22–23, 96 out of 116 students completed the card, describing authentic collaborations across diverse professions and settings. To evaluate student learning, we performed reflexive thematic analysis of the completed cards and post-intervention Medical students described the IPC Card 1) increasing their understanding and appreciation of the other professionals’ expertise; 2) decreasing their threshold and equipping them with new strategies to engage and collaborate with other health professionals; and 3) recognition of the need for developing new approaches to interprofessional communication. In addition, students provided insight into concerns about burdening health professionals and lack of investment by physician faculty as barriers to the practice-based interprofessional learning that could be facilitated by the IPC Card. We offer the IPC Card as an effective and low-resource tool that can be optimized to engage medical and other health professions students in learning from authentic interprofessional collaborations.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"42 ","pages":"Article 100800"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145977670","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Institutional readiness to offer interprofessional education & training: Development and validation of a self-assessment tool","authors":"Silvana Nair Leite ,&nbsp;Astrid Czock ,&nbsp;Ana Caroline Machado ,&nbsp;Jill Martin Boone","doi":"10.1016/j.xjep.2026.100804","DOIUrl":"10.1016/j.xjep.2026.100804","url":null,"abstract":"<div><h3>Purpose</h3><div>This article describes the development of the FIP IPE Readiness Tool, designed for use by institutions and programs to facilitate the planning, implementation, and development of Interprofessional Education (IPE).</div></div><div><h3>Methods</h3><div>The tool's design adopted and adapted a framework based on educational (micro), institutional (meso), and systemic (macro) levels, highlighting factors and processes affecting a health professional program's ability to effectively provide IPE and Interprofessional Collaboration Practice (IPCP). A total of 38 experts participated in the tool's four developmental phases. All contributing experts are nationally and internationally recognized professors and/or professional leaders. The Content Validation Index (CVI) was applied during development.</div></div><div><h3>Results</h3><div>An initial draft of the tool was proposed based on a literature review and the authors' experience. This draft included 90 items across the three levels of the framework. Three rounds of expert consultation resulted in a revised version with 74 items. The content validation process led to the retention of 71 items: 66 closed-ended questions (using a Likert scale and Yes/No options) and 5 open-ended questions. Additional response options include \"Don't know\" and \"N/A\" (Not Applicable or Not Available).</div></div><div><h3>Discussion and conclusion</h3><div>The proposed tool addresses the lack of methods available to assist universities, administrators, professors, and policymakers in assessing their readiness to offer IPE, considering the complexity of the educational landscape. This tool provides valuable information to help stakeholders focus efforts on identified strengths and advocate for the conditions needed to overcome weaknesses at any governance level. Moreover, the tool fosters opportunities for self-assessment, as well as regional and international benchmarking.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"42 ","pages":"Article 100804"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147396275","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Erratum regarding missing abstracts in previously published articles","authors":"","doi":"10.1016/j.xjep.2026.100806","DOIUrl":"10.1016/j.xjep.2026.100806","url":null,"abstract":"","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"42 ","pages":"Article 100806"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147396276","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Nursing and social work students working together to safeguard children – Using simulation to improve knowledge of the child protection system","authors":"Jenny Dale,&nbsp;Susan Poultney,&nbsp;Alison Lewis","doi":"10.1016/j.xjep.2025.100797","DOIUrl":"10.1016/j.xjep.2025.100797","url":null,"abstract":"<div><div>Child protection practice relates to activities undertaken to protect specific children who are suspected to be suffering or likely to suffer significant harm, it is challenging and requires effective multiagency working. NHS England identifies safeguarding as embedded in the core duties and statutory responsibilities of all organisations across the NHS and health system. The consequence in failing to work effectively can be catastrophic and underpins this initiative to improve interprofessional practice. The team delivered an IPE event which brought together child nursing and social work students in a simulated Initial Child Protection Conference (ICPC) which was evaluated using a mixed methods design. Statistically significant findings were compelling, evidencing increases in knowledge and understanding of the child protection process and the roles and responsibilities of the interprofessional team.These findings were contextualised in the established four themes of the qualitative data. Our experience supports the continuing development and evaluation of interprofessional learning events underpinned by transformative learning approaches.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"42 ","pages":"Article 100797"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145927180","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Canadian interprofessional education: Publicly available information and educator perspectives","authors":"Kelsey Harvey ,&nbsp;Teri-Lynn Christie ,&nbsp;Brenna Beard ,&nbsp;Katherine R. Cooper ,&nbsp;Omid Ali Kharazmi ,&nbsp;Sylvia Langlois ,&nbsp;Jenn Salfi ,&nbsp;Sarah Curtay ,&nbsp;Aira Elizabeth Mathew ,&nbsp;Celeste Suart ,&nbsp;Ruheena Sangrar ,&nbsp;Rachel Weldrick ,&nbsp;Justin Phung ,&nbsp;Saif Alam ,&nbsp;Kareena Karani","doi":"10.1016/j.xjep.2025.100794","DOIUrl":"10.1016/j.xjep.2025.100794","url":null,"abstract":"<div><div>Interprofessional Education (IPE) offered by Canadian post-secondary institutions has seen considerable variation over the years. While IPE remains strong at some institutions, others have scaled back on their support. The purpose of this study was to appraise the current state of IPE in Canada. Toward this aim, this study consisted of an environmental scan of the websites of Canadian universities and colleges to identify publicly available information related to their IPE offerings and interviews with 16 faculty. Informed by Basil Berstein's sociology of education, a qualitative content analysis was performed to analyze the interview data and descriptive statistics and Fisher's Exact test was completed to analyze quantitative data derived from the web scan. This study identified 102 Canadian post-secondary institutions that offer IPE events/workshops, courses, and/or institution-wide programs. Data related to IPE curricula, pedagogy, and evaluation suggested three threats to collaboration when designing IPE curricula: 1) IPE emphasizing clinical over collaborative skills; 2) a lack of collaboration between faculty and educational experts when designing IPE; and 3) a lack of representation in IPE materials of the diverse professions involved in IPE. Relating findings to Azzam and colleague's model of sustainable IPE, the authors recommend that additional consideration be paid to the influence frameworks produced by national and global governing organizations, that more research is needed to fill gaps in our understanding of student-focused IPE pedagogy and how IPE is evaluated, and that praxis (putting IPE theory into practice) is necessary to mitigate threats to IPE sustainability.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"42 ","pages":"Article 100794"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145739071","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"THINQ Tank: An interprofessional healthcare quality improvement case competition for undergraduate students","authors":"Caitlin Chen,&nbsp;Michael Wong,&nbsp;Bianca Nguyen,&nbsp;Sylvia Lambrechts,&nbsp;Jeffrey Fujimoto,&nbsp;Anna Dermenchyan","doi":"10.1016/j.xjep.2026.100805","DOIUrl":"10.1016/j.xjep.2026.100805","url":null,"abstract":"<div><div>Quality improvement (QI) and patient safety are essential in health professions education, emphasizing interdisciplinary teamwork. The Healthcare Improvement and iNnovation in Quality (THINQ) Collaborative at the University of California, Los Angeles (UCLA), established by the Department of Medicine (DoM) Quality Program at UCLA Health, initiated the THINQ Case Competition to address the gap in undergraduate QI education. This interprofessional competition, inspired by the show “Shark Tank,” promotes creativity, collaboration, and research by engaging teams of undergraduates and recent graduates to apply QI principles to real-world healthcare challenges. Over two years, 78 participants analyzed problem statements, developed evidence-based interventions, and presented their solutions to a panel of professional judges during the event's annual two-month run.</div><div>The competition fosters teamwork across diverse academic backgrounds while exposing students to key healthcare concepts. Evaluation criteria include problem framing, intervention content, creativity, presentation quality, and team engagement, with scores assigned using a standardized rubric. Outcomes were assessed through feedback from judges and surveys of participants, revealing that the competition had a strong positive educational impact. The presentations contributed to ongoing UCLA Health QI projects or sparked discussions with clinicians to launch new initiatives. Future improvements will include refining the rubric, introducing judge training on QI methodologies, and implementing a more structured participant feedback process. The materials and structure of the competition are available for adaptation by other institutions seeking to promote undergraduate engagement in QI and patient safety practices.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"42 ","pages":"Article 100805"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147396274","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring the evolution of interprofessional competency: Insights into self-assessed development across a scaffolded three-phase IPE curriculum","authors":"Peter Scal ,&nbsp;Amy Greminger ,&nbsp;Christine Arenson ,&nbsp;Brian Sick ,&nbsp;Chrystian Pereira ,&nbsp;Sara North","doi":"10.1016/j.xjep.2025.100795","DOIUrl":"10.1016/j.xjep.2025.100795","url":null,"abstract":"<div><h3>Background</h3><div>Interprofessional learning occurs along a continuum from foundational through graduate education into practice, and as such necessitates an intentional sequence of interprofessional experiences throughout a learner's journey. While use of validated assessment tools has been shown to reflect learner competency improvement following a single educational intervention, it is not known how best to measure interprofessional competency development across experiences and over time.</div></div><div><h3>Purpose</h3><div>The purpose of this study was to address the gaps in understanding regarding the longitudinal trajectory of interprofessional competency development for health professions learners across the sequence of interprofessional education (IPE) experiences in their curriculum.</div></div><div><h3>Method</h3><div>Nine years of outcome assessment data was analyzed for 2179 learners from 5 academic programs who completed at least one IPE experience in each of the institutional curriculum's three phases.</div></div><div><h3>Results</h3><div>Significant differences in competency attainment were observed across the trajectory of IPE curriculum experiences and between professions.</div></div><div><h3>Discussion</h3><div>Findings add new understanding regarding longitudinal interprofessional competency development, suggesting repeated participation in IPE experiences supports progressive collaborative practice competence over time. Including IPE further along the learning continuum may be needed to advance preparation for collaborative practice.</div></div><div><h3>Conclusions</h3><div>This study evaluated the trajectory of self-assessed competency development over the course of a scaffolded three phase IPE program with a high volume and variety of health professions, offering valuable implications for curriculum development. Future studies should explore long-term competency retention post-graduation and the impact of structured IPE on collaborative practice outcomes in clinical settings.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"42 ","pages":"Article 100795"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145711731","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Policy brief - Protecting the health professions workforce: NAP calls for reinstatement of professional program classification","authors":"","doi":"10.1016/j.xjep.2026.100802","DOIUrl":"10.1016/j.xjep.2026.100802","url":null,"abstract":"","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"42 ","pages":"Article 100802"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147396277","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}