Objectively measured interprofessional education outcome and factors that enhance program effectiveness: A systematic review

• Published in: Nurse education today 2018-07, Vol.66, p.73-78
• Main Authors: Riskiyana, R., Claramita, M., Rahayu, G.R.
• Format: Article
• Language: English
• Subjects: Attitude of Health Personnel; Collaborative competences; Collaborative learning; Competence; Cooperative Behavior; Education, Medical; Educational Measurement - standards; Evaluation research; Evidence-based nursing; Health Knowledge, Attitudes, Practice; Health Occupations - education; Health Personnel - education; Humans; Instructional Effectiveness; Instructional Materials; Interagency collaboration; Interdisciplinary aspects; Interdisciplinary education; Interprofessional education; Interprofessional practice; Interprofessional Relations; Learning; Medical education; Misconceptions; Nursing; Nursing education; Program Design; Quality management; Systematic review; Teamwork
• ISSN: 0260-6917; 1532-2793
• DOI: 10.1016/j.nedt.2018.04.014

Several studies have been conducted to evaluate the implementation of interprofessional education (IPE) across the globe. By looking at the timeline of each previous study, it can be inferred that the implementation of IPE has been improving continuously. However, the effectiveness of IPE still cannot be easily generalized due to misconceptions regarding how interprofessional collaboration capabilities should be evaluated. This study aims to generalize the learning outcomes that were produced by IPE in a global context and analyse the contributing factors. A systematic review was conducted within seven online databases as well as paperback periodical publications to search for the intended articles. A set of four criterions were assigned prior to the study using the standard Population-Intervention-Context-Outcome (PICO) model to ensure the included articles matched the study objectives. The quality of studies were appraised using the Medical Education Research Study Quality Improvement (MERSQI). Each included article was analysed using the narrative method to obtain the relevant information. Sixteen articles included in this study showed that IPE improved interprofessional collaborative knowledge, skills, and behaviour based on objective measurements. Complexity of the learning material, appropriateness of the program design, and referral to a specific standard of competence were assumed to play significant role towards the effectiveness of interprofessional education. This study results in several recommendation for future development of IPE, including a specific suggestion for its development in Asia region.