In early childhood education and care, professionals from childcare, education, and family support services engage in interprofessional collaboration. In this study, we present the background and development of the newly developed Index for Child Center Integration (ICCI), a comprehensive instrument designed to measure the level of collaboration at the organizational level between childcare, education, and family support services from the perspective of childcare and education. Interviews with managerial staff of 46 Dutch child centers were used to investigate the factor structure and evaluate the reliability of the ICCI. In addition, 788 professionals completed a social network questionnaire to assess interprofessional collaboration at individual level. A factor analysis revealed a two-factor solution: interprofessional collaboration for universal and targeted services. The ICCI demonstrated good reliability (Cronbach's α is .92 for the overall measure, universal scale: .94, targeted scale: .80). The results of the social network analysis supported convergent validity. The new measure allows in-depth investigation of interprofessional collaboration of various early years practitioners in future research.
The evolving landscape of healthcare underscores the necessity for innovative approaches to health professions education. Interprofessional education (IPE) is one pedagogical innovation in health professions education that supports the development of collaborative practice and team-based care. Within American medical schools, Health Systems Science (HSS) has emerged as a curricular movement aimed at equipping future physicians with a comprehensive understanding of care delivery, interprofessional collaboration, and system improvement. A foundational domain within HSS is "teaming." In this article, we explore four ways Interprofessional Education and Collaborative Practice (IPECP) educators can partner with HSS educators to support the objectives of creating health system citizens and sustainable system transformation for all health professions by: 1) leveraging all health professional learners to learn about the HSS domains; 2) understanding the context of interprofessional teams; 3) including patients as members of the team; 4) and re-conceptualizing leadership. Embracing IPECP concepts within HSS frameworks fosters a holistic view of teamwork, patient-centered care, and leadership, ultimately supporting a cultural shift toward a more integrated and effective healthcare system. This educational transformation is crucial for developing future health professionals who are adept at navigating and improving our dynamic healthcare systems.
Community pharmacists are essential collaborators in patient care, yet their professional networks outside geographically co-located teams remain understudied. We adopted a qualitative social network analysis approach to understand how pharmacists establish and maintain relationships to provide interprofessional care. Ego-network data were collected using a two-stage participant-aided concentric circle technique. Participants in a Canadian province who had practiced at least 1 year in community pharmacy identified network members and positioned them according to relative relationship strength. Semi-structured interviews explored participants' rationale for network placement and experiences of collaboration. Thirty pharmacists described networks of varying size and composition. Prescribing professionals, including physicians and nurse practitioners, were frequent collaborators, but patients, their families, and other pharmacists often occupied the closest network circle. Networks were formed and maintained through shared patient care, regular interactions, and social connections, but workforce shortages and time constraints challenged effective collaboration. Relationships were strengthened when members could efficiently communicate and exchange patient information. These findings indicate community pharmacists cultivate varied and dynamic networks to coordinate care across distributed settings. Responsiveness, reciprocity, and boundary-spanning work enable pharmacists to enact interprofessional care beyond formal teams. Recognizing these relational mechanisms may help strengthen community-based connections.
Solution Focused Practice is a collaborative approach that focuses on resources and what is already working to support people in reaching preferred futures. It has expanded from its original roots in therapy to areas such as coaching and consulting and is often used in a range of interprofessional settings. In addition to a range of positive client outcomes, it has been argued that the approach also benefits practitioners by preserving and enhancing their wellbeing. The purpose of this review was to identify and synthesize results from studies that explored the impact of Solution Focused Practice on workplace wellbeing. Databases (CINAHL, Medline, APA PsycInfo, Scopus and Web of Science), as well as gray literature were searched. Qualitative data were coded and thematically analyzed and combined with quantitative data for narrative synthesis. From the inital 1,906 papers retrieved, eleven studies met the inclusion criteria and underwent quality appraisal. Participants included a range of medical, health, and social care workers. All papers identified changes in practice that enhanced collaborative working. Three main themes emerged from the integrated synthesis; the positive impact of practice changes on work fulfillment and emotional wellbeing; how the philosophy of solution focused practice felt congruent with personal and professional values; and how the approach improved connections and relationships with service users and colleagues. While the results of the studies are promising, the number of studies included in this review was small, with diverse designs and methodological limitations. Future research should further explore the long-term impacts of Solution Focused Practice on workplace wellbeing using robust designs.
Simulation-based interprofessional education is widely used to foster collaborative competencies among health professions students; however, evidence from underrepresented and minority-serving academic health settings remains limited. We conducted a retrospective program evaluation of simulation-based IPE implemented from 2014 to 2024 at a U.S.-based minority-serving academic health sciences institution, defined here as an institution with a historical mission to educate students underrepresented in medicine and other health professions and to serve diverse communities. Student-reported post-simulation surveys from medical, nursing, pharmacy, and physician assistant students were analyzed descriptively, with trend analyses over time. Open-ended reflections were reviewed thematically to contextualize quantitative findings. This evaluation was not designed as a prospective research trial or pre-post intervention study. The survey was locally developed for program evaluation and had not undergone formal psychometric testing; therefore, findings are interpreted as student-reported perceptions rather than validated measures of interprofessional competence. Data from 452 students demonstrated consistently favorable student-reported perceptions. Significant positive trends were observed for decision-making (p = .01), educational value (p = .04), and desire for more time with simulation scenarios (p = .03). Communication/teamwork (p = .10), appropriateness for educational level (p = .09), and perceived time value (p = .15) showed positive but non-significant trends. Qualitative themes highlighted enhanced interprofessional communication, increased confidence, and persistent challenges related to role clarity. Sustained exposure to simulation-based IPE was associated with positive student-reported perceptions of interprofessional learning in a minority-serving academic health context. Findings highlight the importance of role clarification, structured pre-briefing, competency-aligned simulation objectives, and reflective debriefing to strengthen IPE outcomes.
Interprofessional education (IPE) is essential to enable development of healthcare students' collaborative competencies and thus prepare them for collaborative practice as healthcare professionals. Existing IPE research has mainly been conducted in inpatient care units. As healthcare increasingly will be based on primary healthcare interventions, IPE arranged in such settings needs to be further examined. This empirical study was designed with a focused ethnographic approach, informed by the theory of practice architectures, and aimed to investigate how IPE arranged in primary healthcare prefigures students' interprofessional collaboration. Four student teams consisting of nursing, occupational therapy and medical students were observed during an IPE placement in primary healthcare. The results of this study suggest that students' interprofessional collaboration during IPE is prefigured by intended arrangements, i.e. those that are part of the IPE design as well as arrangements inherent in the primary healthcare practice. These arrangements were at times contradictory, which affected the students' focus on, as well as conditions and incentives to engage in interprofessional collaboration. Thus, when implementing IPE in an already existing practice, it is crucial that the educational context is carefully considered to ensure that the intention of the IPE practice can be achieved.
Interprofessional education (IPE) plays a key role in preparing healthcare professionals for future collaborative practice. We explored the attitudes of first-year medical and physician associate (PA) students toward the team approach to care. Students participated in three IPE sessions, using cases designed to prompt discussion regarding professional roles, responsibilities, and team dynamics. We explored the impact of the sessions using the Students Perceptions of Interprofessional Clinical Education-Revised (SPICE-R2) instrument and focus groups. Fifty students completed the presurvey, and 48 students completed the postsurvey. There were increases in mean scores related to "teamwork and collaboration," "roles and responsibilities," and "patient outcomes." Focus group data suggested that both medical and PA students agreed that their education benefitted from the IPE sessions and that their ability to practice effectively as part of an interprofessional team would be enhanced as a result. Many students admitted to not having a clear understanding of their respective roles before the sessions and agreed that care delivered as part of an interprofessional team would positively impact patient care and reduce healthcare costs. The sessions helped students to understand their respective roles and responsibilities, and the importance of collaborative practice in improving patient outcomes.
Interprofessional care involves two or more professionals from different disciplines working in partnership to achieve a common goal and deliver high-quality care. In primary care, this can be implemented through Interprofessional Primary Care (IPPC) teams, which are a recommended approach to support chronic disease management. However, there is a scarcity of literature describing the organizational and interpersonal features that facilitate successful IPPC team outcomes, particularly in the field of chronic disease management. This review examined guiding features, and clinical, humanistic, and economic outcomes related to IPPC teams and chronic disease management. MEDLINE, Scopus, CINAHL, Embase, and The Cochrane Database of Systematic Reviews were searched for full-text English articles from 2000-2023. Primary research studies evaluating outcomes related to IPPC teams providing chronic disease management interventions were included. 24 studies on IPPC ignterventions were included. 15 reported humanistic outcomes, 12 studies reported clinical outcomes, and 3 studies reported economic outcomes. IPPC teams were impactful in improving outcomes for patients and providers. Studies also reported specific interactional components (such as communication, knowledge sharing, and shared decision-making) and practice features (such as team meetings, patient education, asynchronous care organization) that facilitated successful interventions. Implementation of IPPC teams is complex owing to the heterogeneity of primary care contexts. IPPC teams can demonstrate benefits clinically and for patient/provider satisfaction. Organizational features such as structured team and patient interactions, clear role division, and a culture of mutual respect are valuable to improve communication and care coordination in chronic disease management.
Interprofessional clinical reasoning is essential for ensuring quality and safety in healthcare, yet evidence remains fragmented, with limited integration of contextual and organizational factors. This scoping review aimed to identify facilitating and hindering factors influencing interprofessional clinical reasoning in healthcare and their implications for patient safety and quality of care. The review followed the JBI methodology and the PRISMA-ScR checklist. Searches were conducted in five databases, with additional studies identified through reference screening. Eligible empirical studies published in English, Portuguese, or Spanish were analyzed thematically using a combined deductive and inductive approach and organized into three domains: organizational culture, non-technical skills, and decision-making. Forty studies were included. Facilitating factors comprised process systematization, supportive organizational culture, structured communication, shared leadership, role clarity, and collaborative decision-making, particularly when supported by simulation-based interprofessional education. Hindering factors included disorganized environments, hierarchical structures, communication failures, cognitive and emotional biases, and limited mutual understanding among team members. Most interventions lacked theoretical frameworks or long-term evaluation. Interprofessional clinical reasoning emerges from the interplay between interpersonal, cognitive, and contextual factors. These findings support the development of targeted educational strategies and assessment tools to strengthen collaborative reasoning and improve patient outcomes while informing future research grounded in theoretical frameworks.
Interprofessional education (IPE) evaluation often relies on attitudes and satisfaction rather than case-anchored judgments about expertise distribution. We developed the Scope of Practice Evaluation, Knowledge Domain (SCOPE-K) to measure learners' self-referential expertise-mapping judgments; whether a clinical question falls within their own profession's knowledge domain. Undergraduate medical, nursing, and pharmacy students (N = 126) completed SCOPE-K before and after an interprofessional simulation. For each of eight, profession-linked clinical questions, participants rated relevance to their own profession on a four-point scale and completed a profession-attribution ranking task. Analyses examined internal consistency, internal structure, expert-referenced concordance against an 11-member panel, and own-versus-other profession comparisons. Among students with complete pre-post data (N = 99), McDonald's ω was .87 pre-simulation and .91 post-simulation (bootstrap CI for the difference including zero). Exploratory factor analysis indicated a two-factor pattern with a strong inter-factor correlation (|Φ| = .69), broadly consistent with an underlying unidimensional construct. Benchmark coherence was substantial (Kendall's W = .72). In the subset with complete relevance and ranking data (N = 62), student - expert concordance increased from r- s = .38 to .60 (p = .024) and profession-attribution ranking concordance from τ̄ = .35 to .59 (p = .017). Students rated own-profession items higher than other-profession items at both time points, with the difference narrowing post-simulation. SCOPE-K shows promising initial psychometric properties as a novel, scenario-based measure of learners' self-referential expertise-mapping judgments within simulation-based IPE. The pattern of improved expert-referenced concordance, improved ranking concordance, and stronger association with profession-attribution performance provides encouraging initial validity evidence. SCOPE-K offers a distinct complement to attitudinal and behavioral assessment approaches by targeting a cognitive component of interprofessional learning that existing instruments do not directly elicit. Further validation with expanded item sampling, response-process evidence, and multi-center cohorts is warranted before SCOPE-K is used as a program-level IPE evaluation measure.
Visual Thinking Strategies (VTS), an art-based pedagogical method, has demonstrated efficacy in enhancing observation, critical thinking, and communication among healthcare professionals. In this mixed-methods study we assessed the impact of a single VTS session on clinical skill development and team collaboration within a newly integrated interprofessional pediatric team. In a secondary aim we explored the influence of delivery modality - virtual, in-gallery, or in-hospital - on participant outcomes. A total of 103 pediatric hospital healthcare staff completed pre- and post-session surveys evaluating observational skills, tolerance of ambiguity, communication attitudes, and perceived value. Quantitative findings revealed significant improvements (p<.05) in self-rated observational abilities (e.g. memory, objectivity, critical analysis), critical thinking, and openness to diverse perspectives. Although changes in ambiguity tolerance and communication attitudes were not statistically significant, qualitative data indicated enhanced comfort with uncertainty, active listening, and appreciation for team viewpoints. Participants described VTS as a catalyst for team cohesion, psychological safety, and shared understanding - drawing parallels between VTS interpretive processes and clinical reasoning. No significant differences emerged across delivery modalities, suggesting VTS is equally effective in virtual and in-person formats. Overall, VTS emerged as a feasible, adaptable, and impactful strategy for fostering observational skills, critical thinking, and openness to diverse perspectives in pediatric healthcare settings, particularly during early stages of interprofessional team formation.
The increasing complexity of health care has highlighted the need for interprofessional education (IPE) to foster collaborative practice among health professionals. The Attitudes Toward Health Care Teams Scale (ATHCTS) is a widely recognized tool for assessing attitudes toward teamwork, with a modified 14-item version (modified ATHCTS) adapted for broader use. This study aimed to evaluate the validity and reliability of the modified ATHCTS translated into the native languages of four countries - Japan, Thailand, Indonesia, and Mongolia - to determine its applicability in diverse cultural and educational settings. The study participants were 1,705 students from various health disciplines. Confirmatory factor analyses supported the scale's construct validity, revealing a two-factor structure ("Team Value" and "Team Efficiency") in most contexts, although factor structure of the factor "Team Value" varied by country. These differences suggest that cultural and educational contexts, particularly clinical exposure, might influence how students conceptualize professional identity and team communication. Although the modified ATHCTS is a valid universal tool, researchers should apply country-specific factor structures to ensure accurate assessment and tailor IPE curricula to local professional identity formation needs.
Dementia is a complex medical condition with profound effects on the patient and family. Alternative models of care beyond the traditional, single profession medical model could provide a more comprehensive approach to address patients' needs. The purpose of this scoping review was to extract findings from published interprofessional practices (IPP) that serve patients with dementia and their caregivers to inform planning and implementation of collaborative care models for this population. A search of the scientific literature from 2011 to 2025 was conducted using PRISMA guidelines with the extension for scoping reviews. Search results yielded a total of 113 records for screening. Sixteen studies met criteria for review and subsequent data extraction. Findings demonstrated variability across IPP care models in terms of healthcare professions (range 2-10) and types of care models represented. Collaborative features reported in studies were consistent with the continuum of care model types; teamwork models, the most collaborative type, included shared purpose and decision making with high levels of communication, whereas networking models, the least collaborative type, showed low levels of these features. All care models included some form of psychosocial support. Studies incorporated varied outcome measures of patients, caregivers, and team members, and research designs were classified under weaker levels of evidence. Results from this review highlight the development of different types of IPP care models to address the complex needs of patients with dementia, and underscore a need for well-designed research to conclusively demonstrate the effectiveness of collaborative care.
This cross-sectional observational study (2021-2024) evaluated student attitudes and perceptions regarding interprofessional learning and teamwork following an interprofessional pharmacology activity. Students in the first-year professional pharmacy (P1), third-year nursing (BSN3), and third-year medical (MED3) programs were organized into interprofessional groups and tasked with preparing and delivering 15-minute presentations (either in person or online) on clinically relevant pharmacology topics as applied to a clinical case. Students' attitudes and perceptions were assessed using a 17-item survey derived from the Readiness for Interprofessional Learning Scale (RIPLS), using a 5-point Likert scale. Descriptive statistics, Kruskal - Wallis tests, and Mann - Whitney U tests were used for analysis. Out of 659 participants, 464 completed the survey (70%), with higher response rates among nursing students (72%) and for in-person sessions (81%). Factor analysis revealed two underlying domains, interprofessional education (IPE) and teamwork, with excellent internal consistency (Cronbach's α = 0.97 and 0.95, respectively). The majority of students (77% in each discipline) expressed agreement with both IPE and teamwork. The overall mean scores were similar across disciplines (3.92 ± 0.07 for Pharmacy, 3.95 ± 0.07 for Nursing, 3.92 ± 0.08 for Medicine) and academic years (3.93 ± 0.08 for 2021, 4.07 ± 0.08 for 2022, 3.90 ± 0.08 for 2023, 3.80 ± 0.09 for 2024). Kruskal - Wallis tests indicated no significant differences by discipline or year on the overall score and subscales. Mann - Whitney U tests revealed no differences in average ratings between in-person (3.92 ± 0.05) and online formats (3.94 ± 0.07). These findings suggest that the IPE pharmacology activity fostered positive perceptions of interprofessional collaboration, consistently across disciplines, years, and delivery modes.
Assessing the outcomes of IPE activities is imperative in determining their effectiveness. However, scales for outcome measurement are limited in Italian. The 38-item Interprofessional Education Academic Behavioral Confidence (IPE-ABC) scale was developed to assess IPE confidence levels among pre-registration students at two Scottish Universities. As ABC is associated with academic achievement, it was reasoned that understanding changes in students' self-reported ABC was important in relation to the IPE experience in the Italian setting. The IPE-ABC presents three subscales: Interprofessional Teamwork, Behaviors Underpinning Collaboration, and Interprofessional Communication, and was translated into Italian in accordance with guidelines. A sequential mixed-methods design was adopted. Exploratory Factor Analysis (EFA) and reliability measurement with Cronbach"s alpha (α) and Pearson's r coefficient were undertaken across four sites within Milan-Bicocca University across five professional groups of pre-registration healthcare students (N = 265). Three factors, Interprofessional Learning and Reflection (ILR), Behaviors Underpinning Collaboration (BUC), and Interprofessional Teamwork (ITW) were identified. EFA accounted for 64% of the variance. The underlying factor structure revealed a partial fit with the original scale. Reliability measurement was satisfactory (α = 0.95), ILR (α = 0.92), ITW (α = 0.91), and BUC (r = 0.69). Statistically significant differences in ABC levels were observed between age and professional groups. These findings demonstrate that the validated Italian IPE-ABC scale (I-IPE-ABC) is suitable to investigate students" self-perceived confidence levels within IPE experiences.
Interprofessional learning (IPL) is required for health profession students to develop appropriate collaborative competencies. In 2024, in response to accreditation recommendations and evolving best practices, the Royal College of Surgeons in Ireland (RCSI), University of Medicine & Health Sciences undertook a comprehensive redesign of its original IPL strategy. Guided by Kotter's eight-step model for organizational change, an interprofessional leadership team of academic staff, student, and patient partners reviewed and updated their approach to IPL. This new strategy integrates formal, informal, and workplace-based learning opportunities for all students, with learning outcomes aligned to the 2023 IPEC core competencies. An IPL logo was collaboratively designed to signpost all interprofessional activities and communicate the new vision. There is now an increased focus on workplace learning and embedding IPL into both curricula and co-curricula domains of the learning environment, with faculty development organized by a centralized team. Early success includes patient participation in all strategic decisions, appointment of a Deputy Dean interprofessional leadership role, new workplace learning activities, and elevating the vision of IPL at a local and national level through conference presentations, workshops, and with student engagement initiatives. This report outlines our process, rationale, and early outcomes, with the aim of demonstrating the merit of using an organizational management process when seeking curriculum transformation within a large education institution. This approach reinforces the recognized importance of leadership, stakeholder engagement, and sustained institutional support in fostering a cultural recognition and valuing of IPL.
