Full Text from SpringerLink The Implementation of Interprofessional Education: A Scoping Review
| Title: | The Implementation of Interprofessional Education: A Scoping Review |
|---|---|
| Language: | English |
| Authors: | Bogossian, Fiona (ORCID |
| Source: | Advances in Health Sciences Education. Mar 2023 28(1):243-277. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 35 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Information Analyses Reports - Research |
| Descriptors: | Interprofessional Relationship, Program Design, Faculty Development, Program Implementation, Microteaching, Research Reports, Socialization, Professional Education, Public Policy, Social Influences, Cultural Influences, Program Administration |
| DOI: | 10.1007/s10459-022-10128-4 |
| ISSN: | 1382-4996 1573-1677 |
| Abstract: | Introduction: Implementation of interprofessional education (IPE) is recognised as challenging, and well-designed programs can have differing levels of success depending on implementation quality. The aim of this review was to summarise the evidence for implementation of IPE, and identify challenges and key lessons to guide faculty in IPE implementation. Methods: Five stage scoping review of methodological characteristics, implementation components, challenges and key lessons in primary studies in IPE. Thematic analysis using a framework of micro (teaching), meso (institutional), and macro (systemic) level education factors was used to synthesise challenges and key lessons. Results: Twenty-seven primary studies were included in this review. Studies were predominantly descriptive in design and implementation components inconsistently reported. IPE was mostly integrated into curricula, optional, involved group learning, and used combinations of interactive and didactic approaches. Micro level implementation factors (socialisation issues, learning context, and faculty development), meso level implementation factors (leadership and resources, administrative processes), and macro level implementation factors (education system, government policies, social and cultural values) were extrapolated. Sustainability was identified as an additional factor in IPE implementation. Conclusion: Lack of complete detailed reporting limits evidence of IPE implementation, however, this review highlighted challenges and yielded key lessons to guide faculty in the implementation of IPE. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1368744 |
| Database: | ERIC |
| ISSN: | 1382-4996 1573-1677 |
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| DOI: | 10.1007/s10459-022-10128-4 |
| Published in: | Advances in Health Sciences Education |
| Language: | English |