School of Nursing, Midwifery and Paramedicine, University of the Sunshine Coast, Sippy Downs, Australia.
Sunshine Coast Health Institute, 6 Doherty Street, Birtinya, QLD, 4575, Australia.
Adv Health Sci Educ Theory Pract. 2023 Mar;28(1):243-277. doi: 10.1007/s10459-022-10128-4. Epub 2022 Jun 10.
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.
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.
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.
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.
跨专业教育（IPE）的实施具有挑战性，设计良好的项目可能因实施质量的不同而具有不同程度的成功。本综述的目的是总结 IPE 实施的证据，并确定挑战和关键经验教训，以指导教师实施 IPE。
对 IPE 中的初级研究的方法特征、实施组成部分、挑战和关键经验教训进行了五阶段范围综述。使用微观（教学）、中观（机构）和宏观（系统）教育因素框架对挑战和关键经验进行了主题分析。
本综述共纳入 27 项初级研究。研究设计主要为描述性，实施组成部分报告不一致。IPE 主要整合到课程中，是选修的，涉及小组学习，并结合使用互动和讲授方法。微观实施因素（社会化问题、学习环境和教师发展）、中观实施因素（领导力和资源、行政流程）和宏观实施因素（教育系统、政府政策、社会和文化价值观）被推断出来。可持续性被确定为 IPE 实施的一个额外因素。
缺乏完整详细的报告限制了 IPE 实施的证据，但本综述强调了挑战，并为指导教师实施 IPE 提供了关键经验教训。
