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The implementation of interprofessional education: a scoping review.
Bogossian, Fiona; New, Karen; George, Kendall; Barr, Nigel; Dodd, Natalie; Hamilton, Anita L; Nash, Gregory; Masters, Nicole; Pelly, Fiona; Reid, Carol; Shakhovskoy, Rebekah; Taylor, Jane.
Afiliação
  • Bogossian F; School of Nursing, Midwifery and Paramedicine, University of the Sunshine Coast, Sippy Downs, Australia. fiona.bogossian@usc.edu.au.
  • New K; Sunshine Coast Health Institute, 6 Doherty Street, Birtinya, QLD, 4575, Australia. fiona.bogossian@usc.edu.au.
  • George K; School of Health and Behavioural Sciences, University of the Sunshine Coast, Sippy Downs, Australia. fiona.bogossian@usc.edu.au.
  • Barr N; School of Health and Behavioural Sciences, University of the Sunshine Coast, Sippy Downs, Australia.
  • Dodd N; Consultant, Healthcare Evidence and Research, Brisbane, Australia.
  • Hamilton AL; School of Nursing, Midwifery and Paramedicine, University of the Sunshine Coast, Sippy Downs, Australia.
  • Nash G; School of Nursing, Midwifery and Paramedicine, University of the Sunshine Coast, Sippy Downs, Australia.
  • Masters N; School of Nursing, Midwifery and Paramedicine, University of the Sunshine Coast, Sippy Downs, Australia.
  • Pelly F; Sunshine Coast Health Institute, 6 Doherty Street, Birtinya, QLD, 4575, Australia.
  • Reid C; School of Health and Behavioural Sciences, University of the Sunshine Coast, Sippy Downs, Australia.
  • Shakhovskoy R; School of Medicine and Dentistry, Griffith University, Sunshine Coast, Birtinya, Australia.
  • Taylor J; School of Health and Behavioural Sciences, University of the Sunshine Coast, Sippy Downs, Australia.
Adv Health Sci Educ Theory Pract ; 28(1): 243-277, 2023 03.
Article em En | MEDLINE | ID: mdl-35689133
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.
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Texto completo: 1 Base de dados: MEDLINE Assunto principal: Currículo / Educação Interprofissional Tipo de estudo: Prognostic_studies / Systematic_reviews Limite: Humans Idioma: En Ano de publicação: 2023 Tipo de documento: Article

Texto completo: 1 Base de dados: MEDLINE Assunto principal: Currículo / Educação Interprofissional Tipo de estudo: Prognostic_studies / Systematic_reviews Limite: Humans Idioma: En Ano de publicação: 2023 Tipo de documento: Article