Interprofessional education in the clinical learning environment: a mixed-methods evaluation of a longitudinal experience in the primary care setting

Exploring experiential learning within interprofessional practice education initiatives for pre-licensure healthcare students: a scoping review

“…Evaluation of the impact of clinical placements on students’ attitudes and/or perspectives towards IPE, IPC, IPL, IPP, and/or their placement experience was a purpose in 30 articles [ 49 – 52 , 63 , 65 , 68 , 72 , 73 , 76 – 78 , 82 , 83 , 85 , 98 , 117 , 118 , 121 , 122 , 130 , 135 – 143 ]. In 28 articles a purpose was to describe some specific aspect of the students’ perceptions on their experience, learning, or success from the IPP education initiative, such as competency development, cultural beliefs, interprofessional socialization, understanding of complex health issues, or other aspect of professional development [ 49 – 51 , 54 , 55 , 58 , 60 , 66 , 72 , 74 , 75 , 79 , 80 , 97 – 99 , 116 , 118 , 122 , 123 , 127 , 130 , 133 , 142 , 144 – 147 ]. Two articles evaluated student perspectives on their placement experience in relationship to their intentions to pursue a particular focus, such as working in primary care or rural settings [ 94 , 139 ].…”

“…Similar to our findings for purpose, several articles appeared to have more than one intention for the IPP initiative. In 22 articles, creation of learning initiatives for planned and/or authentic placements and experiences for interprofessional experiences was an intention of the IPP education initiative [ 51 , 58 , 62 , 64 , 67 , 76 , 78 , 81 , 85 , 89 , 95 , 101 , 103 – 105 , 107 , 117 , 118 , 120 , 134 , 139 , 148 ]. Related to this, 20 of the initiatives were designed to build on IPE, IPL, and/or IPC theory or experiences through the initiative [ 48 , 59 , 70 , 80 , 87 , 92 , 106 , 109 , 111 , 112 , 114 , 128 , 131 , 133 , 135 , 137 , 138 , 140 , 141 , 144 ].…”

“…Demonstrating educational outcomes through IPP, such as acquisition of competencies related to IPC, discipline-specific competencies (e.g., assessments, interventions, clinical reasoning, etc. ), and self-directed learning, was an intention in 26 of the articles [ 50 , 51 , 54 – 56 , 60 , 63 , 75 , 77 , 78 , 83 , 84 , 86 , 91 , 93 , 95 , 101 , 102 , 106 , 108 , 110 , 116 , 127 , 130 , 134 , 135 ]. Gaining knowledge and being able to care for clients from diverse cultural, ethnic, racial, and/or other specific population groups (e.g., children, older adult, vulnerable, etc.)…”

“…Terms that were considered synonymous with clinical placement included clinical rotation , training site , clerkship , and residency [ 68 , 77 , 83 , 86 , 93 , 112 , 123 ]. In seven articles the initiative appeared to be required as part of course work or curriculum for at least one discipline [ 49 , 61 , 68 , 98 , 100 , 112 , 126 ] and in 10 instances it appeared to be an elective course or optional experience for credit for at least one discipline [ 50 , 51 , 54 , 64 , 71 , 91 , 101 , 117 , 119 , 120 ]. Participation of students in IPP education initiatives was identified as voluntary in 15 articles [ 52 , 60 , 66 , 69 , 79 , 97 , 108 , 114 , 118 , 122 , 125 , 127 , 132 , 138 , 145 ] and three articles suggested either a voluntary nature or clinical practicum requiring an application process [ 76 , 85 , 130 ].…”

“…A second model of mixed participation was where some disciplines were mandated to the initiative for clinical practice while other disciplines were there as an elective/optional course or otherwise to receive credit [ 50 , 58 , 72 , 101 , 120 , 146 ]. A third model of mixed participation was where it was voluntary for one discipline but either an elective or receipt of credit for other disciplines depending on program policies [ 51 , 54 , 91 , 119 ]. In 19 articles the nature of student participation was either not stated or unclear.…”