A systematic review and meta-analysis of outcomes of interprofessional education for healthcare students from seven countries

Saragih, Ita Daryanti; Tarihoran, Dame Elysabeth Tuty Arna Uly; Sharma, Sapna; Chou, Fan‐Hao

doi:10.1016/j.nepr.2023.103683

Cited by 6 publications

(2 citation statements)

References 49 publications

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“…Scientific insights into the moderating effects of individual learning prerequisites can help make interprofessional learning environments more effective and could serve as the basis for individualized and adaptive facilitator support measures that address the learning needs of each professional. This could involve the aforementioned use of simulations that address learning outcomes relevant to learners of all health professions involved ( 55 , 56 ).…”

Section: Structural Components Of Fincamentioning

confidence: 99%

FINCA – a conceptual framework to improve interprofessional collaboration in health education and care

Witti,

Zottmann,

Wershofen

et al. 2023

Front. Med.

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The health care system in Germany and in many other countries is facing fundamental challenges due to demographic change, which require new integrated care concepts and a revision of the collaboration between health care professions in everyday clinical practice. Internationally, several competency framework models have been proposed, but a framework that explicitly conceptualizes collaborative activities to improve interprofessional problem-solving competency in health care is still missing. Such a framework should define contextual, person-related, process-related, and outcome-related variables relevant to interprofessional problem solving in health care. Against this background, we present a conceptual framework to improve interprofessional collaboration in health education and care (FINCA) developed with scientific consideration of empirical data and various theoretical references. FINCA reflects an interprofessional learning and interaction process involving two persons from different health care professions and with different individual learning prerequisites. These two initially identify a problem that is likely to require interprofessional collaboration at some point. FINCA acknowledges the context of interprofessional learning, teaching, and working as well as its action-modifying context factors. We follow the reasoning that individual learning prerequisites interact with the teaching context during learning activities. At the heart of FINCA are observable collaborative activities (information sharing and grounding; negotiating; regulating; executing interprofessional activities; maintaining communication) that can be used to assess individuals’ cognitive and social skills. Eventually, the framework envisages an assessment of the outcomes of interprofessional education and collaboration. The proposed conceptual framework provides the basis for analysis and empirical testing of the components and variables it describes and their interactions across studies, educational interventions, and action-modifying contexts. FINCA further provides the basis for fostering the teaching and learning of interprofessional problem-solving skills in various health care settings. It can support faculty and curriculum developers to systematize the implementation and improvement of interprofessional teaching and learning opportunities. From a practical perspective, FINCA can help to better align curricula for different health professions in the future. In principle, we also see potential for transferability of the framework to other areas where different professions collaborate.

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Section: Structural Components Of Fincamentioning

confidence: 99%

FINCA – a conceptual framework to improve interprofessional collaboration in health education and care

Witti,

Zottmann,

Wershofen

et al. 2023

Front. Med.

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“…Interprofessional rounding is a method that incorporates various healthcare professions to provide patient care in a simultaneous fashion. It is not the only way for students to gain interprofessional and teamwork experience, with data supporting brief interprofessional shadowing experiences, simulation activities, and other structured interprofessional activities [ 6 , 8 ]. The lack of standardization often leads to uncertainty for potential preceptors, with questions such as "How do I provide the best experience?"…”

Section: Introductionmentioning

confidence: 99%

A Scoping Review of Student Pharmacist Participation on Interprofessional Rounds

Hemenway,

Olson

2024

Cureus

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Interprofessional rounding is a common, yet unrequired, part of the pharmacy experiential curriculum. Little is known about the optimal interprofessional rounding structure for student pharmacists. A scoping review was performed to assess the amount and type of information available regarding student pharmacist participation on interprofessional rounding teams. A comprehensive review of five databases was completed through May 12, 2023. A total of 20 studies met the inclusion criteria. All of the assessments performed were quasi-experimental, and the majority were non-comparative studies that described the type and amount of student interventions. A review of outcomes found that all of the studies could be grouped into two overarching categories: those that assessed the benefits of interprofessional rounding to student pharmacist competencies or satisfaction and those that assessed the benefits of student pharmacists to patient care. The benefits of interprofessional rounding on student pharmacist learning and satisfaction were assessed by qualitative analysis, surveys, and student ability assessments. The benefit of student pharmacist participation in interprofessional rounds to patient care was assessed solely by a review of clinical intervention type and quantity. Thirteen of the studies described the frequency of student pharmacist participation in rounding. Of these studies, eight described daily rounding, and five described non-daily rounding. There are few studies that describe student pharmacist participation on interprofessional rounds and assess the benefits of that participation to either the patient or the student. There is a need for more high-quality studies to determine whether there is an optimal interprofessional rounding schedule.

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Multidisciplinary treatment of childhood obesity

Flodmark,

Järvholm

2025

Childhood Obesity

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A systematic review and meta-analysis of outcomes of interprofessional education for healthcare students from seven countries

Cited by 6 publications

References 49 publications

FINCA – a conceptual framework to improve interprofessional collaboration in health education and care

FINCA – a conceptual framework to improve interprofessional collaboration in health education and care

A Scoping Review of Student Pharmacist Participation on Interprofessional Rounds

Multidisciplinary treatment of childhood obesity

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