Developing an evidence base for interdisciplinary learning: a systematic review

Abstract

Student health professionals were found to benefit from interdisciplinary education with outcome effects primarily relating to changes in knowledge, skills, attitudes and beliefs. Effects upon professional practice were not discernible and educational and psychological theories were rarely used to guide the development of the educational interventions.

Discussion of Ideologies Underlying Interprofessional Health Education in the Ontario, Canada Context

“…However, recently, a few scholars have synthesized the literature on IPE [5], [7], [28], [34], [35] and some have attempted to offer initial frameworks [19]. Clark et al [6] have introduced a discussion on the ethical implications of IPE and respective practical problems that could emerge in settings where teams are accountable instead of individuals each functioning in their respective professions.…”

“…A review of these references reveals that there have been several iterations of terms pre-dating "inter-professional" including inter-disciplinary [7], pan-professional [13], and multi-professional [19], [27]. Although some use them interchangeably, a few have argued for a clear distinction [10].…”

Why we need interprofessional education to improve the delivery of safe and effective care

“…During the past decade, a number of IPE systematic reviews have been conducted to examine and summarize the evidence of the field [29][30][31] . The reviews used different criteria for the studies to be included, and thus while there was overlap, each examined a different group of studies.…”

“…This can be challenging with smaller faculty. Equal representation ensures that no one group can dominate the planning process and skew the initiative in any one direction 29 . As developing IPE can take considerable time and energy, group members need to have dedication and enthusiasm.…”

Equipping clinical leaders for system and service improvements in quality and safety: an Australian experience

“…11 The educational literature supported interventions based on interprofessional practice and collaborative behaviour, using sound educational and psychological theories. 13,14 In this context, a knowledge-building approach to curriculum development is appropriate, where participants take an active role in generating and advancing the knowledge, incorporating collaborative problem-solving and knowledge advancement in learning communities. 15 Action learning theory and practice, drawing on adult learning and reflective practice principles also supports the value of engaging participants, learners and their managers in shaping and applying what is learned in the workplace by situating that learning in context and in real time.…”