Moote Rebecca, Ratcliffe Temple, Gaspard Christine, Kennedy Angela, Leach Elena Riccio, Vives Marta, Zorek Joseph A
College of Pharmacy, University of Texas at Austin, Austin, Texas, USA.
Joe R. and Teresa Lozano Long School of Medicine, University of Texas Health Science Center at San Antonio, San Antonio, Texas, USA.
JBI Evid Synth. 2022 Mar 1;20(3):931-943. doi: 10.11124/JBIES-21-00207.
The objective of this scoping review is to identify, characterize, and summarize evidence from the published literature on clinical interprofessional education.
Clinical interprofessional education refers to learning within clinical learning environments, such as hospitals, primary care clinics, and long-term care facilities. The learning involves direct interaction with real patients, where learners collaborate to deliver care and improve health outcomes.
This scoping review will consider clinical interprofessional education activities in the context of patient care. Criteria include two or more health professions, two or more learner groups, and involvement of real patients/patient care.
This review will be conducted in accordance with the JBI methodology for scoping reviews. Databases searched will include PubMed, CINAHL, and Scopus. Results will be limited to English language publications from 2015 to the present. Extracted data will include the different types of clinical learning environments, the professions involved, the targeted learning/competency outcomes, and the measurement tools used by the authors. Titles/abstracts and full texts of articles will be screened by two reviewers for potential inclusion, with discrepancies resolved by a third reviewer if necessary. Extracted data will be presented in diagrammatic or tabular format. A narrative summary will accompany the tabulated and/or charted results, describing how the results relate to the review objective and research questions, and how the results might inform future clinical interprofessional education in health professions education.
本范围综述的目的是识别、描述和总结已发表文献中关于临床跨专业教育的证据。
临床跨专业教育是指在临床学习环境中进行的学习，如医院、初级保健诊所和长期护理机构。这种学习涉及与真实患者的直接互动，学习者在其中协作提供护理并改善健康结果。
本范围综述将考虑患者护理背景下的临床跨专业教育活动。标准包括两个或更多卫生专业、两个或更多学习者群体以及真实患者/患者护理的参与。
本综述将按照JBI范围综述方法进行。检索的数据库将包括PubMed、CINAHL和Scopus。结果将限于2015年至今的英文出版物。提取的数据将包括不同类型的临床学习环境、涉及的专业、目标学习/能力结果以及作者使用的测量工具。文章的标题/摘要和全文将由两名审阅者进行筛选以确定是否可能纳入，如有分歧必要时由第三名审阅者解决。提取的数据将以图表或表格形式呈现。表格和/或图表结果将附带叙述性总结，描述结果与综述目的和研究问题的关系，以及结果如何为未来卫生专业教育中的临床跨专业教育提供信息。
