Interprofessional education in healthcare settings: are healthcare professionals translating learning into practice? An integrated mixed methods systematic review.
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| Title: | Interprofessional education in healthcare settings: are healthcare professionals translating learning into practice? An integrated mixed methods systematic review. |
|---|---|
| Authors: | Field, Rebecca (AUTHOR), Palermo, Claire (AUTHOR), Kellett, Jane (AUTHOR), Bevitt, Thomas (AUTHOR), Lambert, Krishna (AUTHOR), Bacon, Rachel (AUTHOR) |
| Source: | Journal of Interprofessional Care. May/Jun2026, Vol. 40 Issue 3, p565-586. 22p. |
| Subjects: | Interdisciplinary education, Medical personnel, Interprofessional relations, Patient safety, Medical quality control, CINAHL database, Learning, Evaluation of medical care, Descriptive statistics, Systematic reviews, MEDLINE, Organizational change, Online information services, Psychosocial factors, Medical practice, Psychology information storage & retrieval systems |
| Abstract: | Interprofessional education (IPE) underpins interprofessional collaborative practice (IPCP), which promotes safe and high-quality health care. Whilst IPE is known to improve healthcare student's individual collaborative competencies, less is understood about its impact on qualified health care professionals (HCPs) practice and organizational change. This review critically examines evidence of practice change, identified using Level 3 and Level 4a of Kirkpatrick's Modified Model of Learning, and barriers following IPE interventions. In February 2025 an integrated mixed methods systematic review was conducted following PRISMA guidelines. Six databases (PubMed, ProQuest, EBSCO/MEDLINE, EBSCO/ERIC, EBSCO/CINAHL, and EBSCO/PsycInfo) were searched using predefined criteria. Study quality was assessed using the Mixed Methods Appraisal Tool (MMAT), and data synthesized using the Johanna Briggs Institute (JBI) convergent integrated approach. Seventy-one studies were included. Four categories of practice change were identified: (1) improvements to clinical care provision, (2) improvements in team communication, (3) changes in teams and teamwork, and (4) increased professional development including research. The studies quality varied, with 56% meeting at least four out of five MMAT criteria. Studies revealed practice change is mostly self-reported (87%), at single time points (35%), and at an individual level (96%) by HCPs. Nine studies reported barriers in achieving practice changes following IPE. This paper provides evidence to support IPE for qualified HCPs to improve IPCP and the delivery of high quality and safe healthcare. The identified practice changes align with the Interprofessional Education Collaborative (IPEC) and the Canadian Interprofessional Health Collaborative (CIHC) IPCP frameworks. Further research is required focusing on whether changes are sustained long term and if more flexible evaluation methods such as a realist synthesis would be beneficial. This would allow a deeper understanding of practice changes, in particular how team behaviors change, and to explore the influence of healthcare decision makers on IPE and IPCP. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Interprofessional Care is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 193388493 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Interprofessional education in healthcare settings: are healthcare professionals translating learning into practice? An integrated mixed methods systematic review. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Field%2C+Rebecca%22">Field, Rebecca</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Palermo%2C+Claire%22">Palermo, Claire</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Kellett%2C+Jane%22">Kellett, Jane</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Bevitt%2C+Thomas%22">Bevitt, Thomas</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Lambert%2C+Krishna%22">Lambert, Krishna</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Bacon%2C+Rachel%22">Bacon, Rachel</searchLink> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Interprofessional+Care%22">Journal of Interprofessional Care</searchLink>. May/Jun2026, Vol. 40 Issue 3, p565-586. 22p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Interdisciplinary+education%22">Interdisciplinary education</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+personnel%22">Medical personnel</searchLink><br /><searchLink fieldCode="DE" term="%22Interprofessional+relations%22">Interprofessional relations</searchLink><br /><searchLink fieldCode="DE" term="%22Patient+safety%22">Patient safety</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+quality+control%22">Medical quality control</searchLink><br /><searchLink fieldCode="DE" term="%22CINAHL+database%22">CINAHL database</searchLink><br /><searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+of+medical+care%22">Evaluation of medical care</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Systematic+reviews%22">Systematic reviews</searchLink><br /><searchLink fieldCode="DE" term="%22MEDLINE%22">MEDLINE</searchLink><br /><searchLink fieldCode="DE" term="%22Organizational+change%22">Organizational change</searchLink><br /><searchLink fieldCode="DE" term="%22Online+information+services%22">Online information services</searchLink><br /><searchLink fieldCode="DE" term="%22Psychosocial+factors%22">Psychosocial factors</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+practice%22">Medical practice</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology+information+storage+%26+retrieval+systems%22">Psychology information storage & retrieval systems</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Interprofessional education (IPE) underpins interprofessional collaborative practice (IPCP), which promotes safe and high-quality health care. Whilst IPE is known to improve healthcare student's individual collaborative competencies, less is understood about its impact on qualified health care professionals (HCPs) practice and organizational change. This review critically examines evidence of practice change, identified using Level 3 and Level 4a of Kirkpatrick's Modified Model of Learning, and barriers following IPE interventions. In February 2025 an integrated mixed methods systematic review was conducted following PRISMA guidelines. Six databases (PubMed, ProQuest, EBSCO/MEDLINE, EBSCO/ERIC, EBSCO/CINAHL, and EBSCO/PsycInfo) were searched using predefined criteria. Study quality was assessed using the Mixed Methods Appraisal Tool (MMAT), and data synthesized using the Johanna Briggs Institute (JBI) convergent integrated approach. Seventy-one studies were included. Four categories of practice change were identified: (1) improvements to clinical care provision, (2) improvements in team communication, (3) changes in teams and teamwork, and (4) increased professional development including research. The studies quality varied, with 56% meeting at least four out of five MMAT criteria. Studies revealed practice change is mostly self-reported (87%), at single time points (35%), and at an individual level (96%) by HCPs. Nine studies reported barriers in achieving practice changes following IPE. This paper provides evidence to support IPE for qualified HCPs to improve IPCP and the delivery of high quality and safe healthcare. The identified practice changes align with the Interprofessional Education Collaborative (IPEC) and the Canadian Interprofessional Health Collaborative (CIHC) IPCP frameworks. Further research is required focusing on whether changes are sustained long term and if more flexible evaluation methods such as a realist synthesis would be beneficial. This would allow a deeper understanding of practice changes, in particular how team behaviors change, and to explore the influence of healthcare decision makers on IPE and IPCP. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Interprofessional Care is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=193388493 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/13561820.2025.2609086 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 22 StartPage: 565 Subjects: – SubjectFull: Interdisciplinary education Type: general – SubjectFull: Medical personnel Type: general – SubjectFull: Interprofessional relations Type: general – SubjectFull: Patient safety Type: general – SubjectFull: Medical quality control Type: general – SubjectFull: CINAHL database Type: general – SubjectFull: Learning Type: general – SubjectFull: Evaluation of medical care Type: general – SubjectFull: Descriptive statistics Type: general – SubjectFull: Systematic reviews Type: general – SubjectFull: MEDLINE Type: general – SubjectFull: Organizational change Type: general – SubjectFull: Online information services Type: general – SubjectFull: Psychosocial factors Type: general – SubjectFull: Medical practice Type: general – SubjectFull: Psychology information storage & retrieval systems Type: general Titles: – TitleFull: Interprofessional education in healthcare settings: are healthcare professionals translating learning into practice? An integrated mixed methods systematic review. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Field, Rebecca – PersonEntity: Name: NameFull: Palermo, Claire – PersonEntity: Name: NameFull: Kellett, Jane – PersonEntity: Name: NameFull: Bevitt, Thomas – PersonEntity: Name: NameFull: Lambert, Krishna – PersonEntity: Name: NameFull: Bacon, Rachel IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: May/Jun2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 13561820 Numbering: – Type: volume Value: 40 – Type: issue Value: 3 Titles: – TitleFull: Journal of Interprofessional Care Type: main |
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