Table 1.
Methodological characteristics and implementation components of included studies
| Author, year Country |
Methodological characteristics | Implementation components | |||||||
|---|---|---|---|---|---|---|---|---|---|
| Curriculum | Dimension | Duration | Location | Mode | Timing | Teaching | |||
|
Acquavita et al. (2014) USA |
Mixed-methods Described the administration of the RIPLS questionnaire to 29 students from five health sciences schools, including law, and the findings from semi-structured interviews |
Informal, varied, some courses | Discrete or integrated | NR |
On campus & Off campus NSS |
Face-to-face | NR | NR | |
| Mandatory or optional | Both NSS | ||||||||
| Implicit or explicit | |||||||||
| Individual or group | |||||||||
| Common or comparative | |||||||||
| Interactive or didactic | |||||||||
|
Cusack and O’Donoghue (2012) UK |
Cross-sectional study Described the evaluation of an IPE Problem Based Learning (PBL) module using a questionnaire with quantitative and qualitative components by health science disciplines |
Module | Discrete or integrated | 12-week semester | On campus | Blended | NR | Individual | |
| Mandatory or optional | Both | ||||||||
| Implicit or explicit | |||||||||
| Individual or group | |||||||||
| Common or comparative | |||||||||
| Interactive or didactic | Both | ||||||||
|
Dando et al. (2012) UK |
Case report Described the evaluation of an interprofessional practice placement (IPP) within a palliative care unit using four methods of evaluation and triangulation |
Activity—practice placement | Discrete or integrated | Three-week blocks in six rotations | On campus & Off campus | Face-to-face | NR | Team | |
| Mandatory or optional | Optional | ||||||||
| Implicit or explicit | |||||||||
| Individual or group | |||||||||
| Common or comparative | |||||||||
| Interactive or didactic | |||||||||
|
Dean et al. (2014) Canada |
Case report Described the development of an IPE clinical placement for health professional students and lessons learned over 6 years |
Activity—clinical placement | Discrete or integrated | Two to 12 weeks discipline dependent | Off campus | Face-to-face | NR | Individual and team | |
| Mandatory or optional | Mandatory components | ||||||||
| Implicit or explicit | |||||||||
| Individual or group | |||||||||
| Common or comparative | |||||||||
| Interactive or didactic | |||||||||
|
Deutschlander et al. (2012) Canada |
Case report Presented a pre-licensure pilot interprofessional (IP) intervention and discussed strategies and challenges of implementing IPE interventions with students from different disciplines |
Activities—clinical placement | Discrete or integrated | Integrated | One semester | Off campus | Blended |
Synchronous NSS |
Co-teaching |
| Mandatory or optional | Optional | ||||||||
| Implicit or explicit | |||||||||
| Individual or group | Both | ||||||||
| Common or comparative | |||||||||
| Interactive or didactic | |||||||||
|
Di Prospero and Bhimji-Hewitt (2011) Canada |
Cohort study Presented the analysis of a cohort of faculty discussions that occurred during debrief sessions on how to better foster collaboration and efficiently manage student participation |
Course | Discrete or integrated | One semester | On campus | Face-to-face |
Synchronous NSS |
Team | |
| Mandatory or optional | |||||||||
| Implicit or explicit | |||||||||
| Individual or group | |||||||||
| Common or comparative | |||||||||
| Interactive or didactic | Interactive | ||||||||
|
Djukic et al. (2012) USA |
Cohort study Described the plan to measure teamwork and collaboration knowledge, skills and attitudes longitudinally within a single cohort of medical and nursing students at 0, 5 and 12 months |
Course | Discrete or integrated | Integrated | One year | NR | Online | Asynchronous | Individual |
| Mandatory or optional | Mandatory | ||||||||
| Implicit or explicit | |||||||||
| Individual or group | Both | ||||||||
| Common or comparative | |||||||||
| Interactive or didactic | Both | ||||||||
|
Evans et al. (2011) USA |
Case report Described how teams from different institutions, consisting of at least three faculty members from different health professions, attended a workshop that facilitated development of proposals for educational initiatives to advance IPE |
Varied—courses and activities | Discrete or integrated | Varied | NR | Blended | Synchronous & Asynchronous |
Varied NSS |
|
| Mandatory or optional | Both | ||||||||
| Implicit or explicit | |||||||||
| Individual or group | |||||||||
| Common or comparative | |||||||||
| Interactive or didactic | Didactic | ||||||||
|
Galbraith et al. (2014) USA |
Cross-sectional study Described the development and implementation of the interprofessional death notification simulation involving students and standardised patients |
Activity integrated into two courses in social work and nursing | Discrete or integrated | 45 min | On campus | Blended | Synchronous | Team | |
| Mandatory or optional | |||||||||
| Implicit or explicit | |||||||||
| Individual or group | |||||||||
| Common or comparative | |||||||||
| Interactive or didactic | Interactive | ||||||||
|
Grant et al. (2011) Canada |
Case report Described the results of an IPE initiative between dental hygiene and nursing professions to prepare students for collaboration practice |
Activity | Discrete or integrated | Two-hour session (oral health); NR. (blood pressure) | On campus | NR |
Synchronous NSS |
Co-teaching | |
| Mandatory or optional | |||||||||
| Implicit or explicit | |||||||||
| Individual or group | Group | ||||||||
| Common or comparative | |||||||||
| Interactive or didactic | Interactive | ||||||||
|
Grymonpre (2016) Canada |
Case report Described strategies that fostered interprofessional faculty development within a university IPE initiative and evaluations of each strategy |
Course | Discrete or integrated | One week | On campus | Face-to-face |
Synchronous NSS |
NR | |
| Mandatory or optional | |||||||||
| Implicit or explicit | |||||||||
| Individual or group | Both | ||||||||
| Common or comparative | |||||||||
| Interactive or didactic | Both | ||||||||
|
Gummesson et al. (2018) Sweden |
Case report Presented a conceptual idea of using clinical reasoning as a framework for IPL |
Module | Discrete or integrated | Discrete | NR | NA | Blended |
Synchronous & Asynchronous |
Co-teaching |
| Mandatory or optional | Optional | ||||||||
| Implicit or explicit | |||||||||
| Individual or group | |||||||||
| Common or comparative | |||||||||
| Interactive or didactic | |||||||||
|
Kaplan et al. (2015) USA |
Case report Described the incorporation of midwifery students into 2 courses previously offered only to medical students, including an evaluation component |
Two courses | Discrete or integrated | NR | On campus | Face-to-face (Course 1); blended (Course 2) | NR | Individual | |
| Mandatory or optional |
Course 1 Mandatory for nurses & midwives, Optional for medical Course 2 only some sessions mandatory for nurses & midwives |
||||||||
| Implicit or explicit | |||||||||
| Individual or group | Course 2 group | ||||||||
| Common or comparative | |||||||||
| Interactive or didactic |
Course 1 Didactic Course 2 interactive |
||||||||
|
Krystallidou et al. (2018) Belgium |
Case report Described a training initiative between medical and interpreter students to improve collaboration and communication between the two disciplines in preparation for interpreter-mediated communication with patients |
Activity | Discrete or integrated | Integrated for medical students, discrete for interpreter students |
One plenary lecture + 30 min practice session for medical students; 90 min interpreter students NSS |
On campus | Face-to-face | Synchronous NSS | Co-teaching |
| Mandatory or optional | |||||||||
| Implicit or explicit | |||||||||
| Individual or group | |||||||||
| Common or comparative | |||||||||
| Interactive or didactic | |||||||||
|
Lapkin et al. (2012) Australia & New Zealand |
Cross-sectional study Described the results of a descriptive cross-sectional survey undertaken to ascertain information on the extent and scope of IPE use in Australian and New Zealand nursing, pharmacy and medical programs to teach medication safety and identify barriers and facilitators |
Lectures (16%), Tutorials (16%), Clinical placements (15%) and Simulation (12%) | Discrete or integrated | NR | On campus & Off campus | Face-to-face (46%), online (22%) and combined blended & distance (28%) | NR | NR | |
| Mandatory or optional | Mandatory (69%), Optional (12%) with academic credit, extra-curricular with no academic credit (19%) | ||||||||
| Implicit or explicit | |||||||||
| Individual or group | |||||||||
| Common or comparative | |||||||||
| Interactive or didactic | Both | ||||||||
|
Masters et al. (2013) USA |
Case report Described development of a multidisciplinary curriculum model for providing IPL experiences for students via the patient simulation centre at a university |
Activities | Discrete or integrated | Integrated |
Final year (seven content areas offered in five phases) NSS |
On campus | Face-to-face | Synchronous NSS | Team |
| Mandatory or optional | |||||||||
| Implicit or explicit | |||||||||
| Individual or group | |||||||||
| Common or comparative | |||||||||
| Interactive or didactic | Both | ||||||||
|
Mendel et al. (2015) USA |
Pilot study Described a pilot study of podiatric medical students and student registered nurse anaesthetist’s IPE simulation experience |
Activity | Discrete or integrated | Discrete | Two-hour |
Simulation laboratory NSS |
Face-to-face | Synchronous NSS | Co-teaching |
| Mandatory or optional | Optional | ||||||||
| Implicit or explicit | |||||||||
| Individual or group | Group | ||||||||
| Common or comparative | |||||||||
| Interactive or didactic | |||||||||
|
Michalec et al. (2017) USA |
Case report Explored attitudes and perceptions of students from 6 health disciplines and potential barriers and facilitators to students’ engagement |
Course | Discrete or integrated | Discrete | Two years | On campus & Off campus | Face-to-face | NR | Team |
| Mandatory or optional | Mandatory | ||||||||
| Implicit or explicit | |||||||||
| Individual or group | Group | ||||||||
| Common or comparative | |||||||||
| Interactive or didactic | |||||||||
|
Packard et al. (2018) USA |
Case report Discussed the development of an ‘IPE passport’ as an innovative way to address learners needs across seven health professions |
University-wide course with activities | Discrete or integrated | Both | Over the course of the respective degrees | On campus & Off campus | Online | Synchronous & Asynchronous | NR |
| Mandatory or optional | Mandatory | ||||||||
| Implicit or explicit | |||||||||
| Individual or group | |||||||||
| Common or comparative | |||||||||
| Interactive or didactic | |||||||||
|
Reis et al. (2015) USA |
Case report with Pre and Post-Test Described the experience of IPE using a Virtual Community Clinic Learning Environment (VCCLE) for nurse-midwifery and medical students |
Virtual Activities + online learning module, asynchronous discussion board | Discrete or integrated | Four—six hours | Online | Online | Asynchronous | NR | |
| Mandatory or optional | Mandatory | ||||||||
| Implicit or explicit | |||||||||
| Individual or group | |||||||||
| Common or comparative | |||||||||
| Interactive or didactic | |||||||||
|
Shaw-Battista et al. (2015) USA |
Case report Described childbirth curriculum development and simulation implementation within the nurse-midwifery education program |
Modules | Discrete or integrated | NR | On campus & Off campus | Blended | Synchronous NSS | Co-teaching | |
| Mandatory or optional | |||||||||
| Implicit or explicit | |||||||||
| Individual or group | |||||||||
| Common or comparative | |||||||||
| Interactive or didactic | Both | ||||||||
|
Tartavoulle et al. (2016) USA |
Case report with Pre and Post-Test Described the use of the IDEA Framework to design learning activities and assess competency related to roles and responsibilities in health professions students |
Introductory course | Discrete or integrated | Two credit hours + four case-based small group sessions Total duration unclear | On campus | Face-to-face | Synchronous NSS | NR | |
| Mandatory or optional | Optional | ||||||||
| Implicit or explicit | |||||||||
| Individual or group | Group | ||||||||
| Common or comparative | |||||||||
| Interactive or didactic | Interactive and didactic | ||||||||
|
Topping (2015) USA |
Case report Described a short course and student evaluation of IPE and cultural competency activities |
Course | Discrete or integrated | 15 h of total instruction | Online | Online | NR | Co-teaching | |
| Mandatory or optional | Optional | ||||||||
| Implicit or explicit | |||||||||
| Individual or group | Group | ||||||||
| Common or comparative | |||||||||
| Interactive or didactic | |||||||||
|
Vanderzalm et al. (2013) Canada |
Case report with Pre and Post-Test Described the development, implementation and evaluation of an innovative model for IPC—the IP clinical learning unit |
Activities | Discrete or integrated | NR | Off campus | Blended | NR | NR | |
| Mandatory or optional | |||||||||
| Implicit or explicit | |||||||||
| Individual or group | |||||||||
| Common or comparative | |||||||||
| Interactive or didactic | |||||||||
|
VanKuiken et al. (2016) USA |
Case report Described a multifaceted IPE program that engaged students from a variety of disciplines and experience levels |
Course, activities | Discrete or integrated | Integrated | Four-10 h. NSS | On campus | Face-to-face or blended | NR | Team |
| Mandatory or optional | |||||||||
| Implicit or explicit | |||||||||
| Individual or group | Group | ||||||||
| Common or comparative | |||||||||
| Interactive or didactic | |||||||||
|
Watts et al. (2014) USA |
Case report Described the process, simulation scenarios and set up |
Activity | Discrete or integrated | Integrated | 90 min | On campus | Face-to face | Asynchronous | Team |
| Mandatory or optional | Optional for some students and mandatory for others | ||||||||
| Implicit or explicit | |||||||||
| Individual or group | |||||||||
| Common or comparative | |||||||||
| Interactive or didactic | |||||||||
|
Welsh 2012 UK |
Case report Described qualitative finding: many participants do not always understand the terminology used from one acute care and treatment (ACT) course |
Course | Discrete or integrated | One day | NR | Face-to-face | NR | Team | |
| Mandatory or optional | |||||||||
| Implicit or explicit | |||||||||
| Individual or group | |||||||||
| Common or comparative | |||||||||
| Interactive or didactic | |||||||||
NR not reported, NSS not specifically stated/inferred, NA not applicable