International partnerships in health professions education: a scoping review of stakeholder experiences and outcomes

Abstract

International partnerships in health professions education (HPE) are a key and evolving form of transnational education (TNE). These collaborations aim to address global workforce needs while responding to diverse institutional and sociocultural contexts. This scoping review aimed to map the existing literature on stakeholder experiences and outcomes in international partnerships in HPE and to identify factors influencing their implementation and sustainability. We conducted a scoping review following the Arksey and O’Malley framework and reported it in accordance with PRISMA-ScR guidelines. We searched Scopus, PubMed, Web of Science, ProQuest, Ovid, and EBSCO (including the British Education Index [BEI], Education Resources Information Centre [ERIC], Cumulative Index to Nursing and Allied Health Literature [CINAHL], and MEDLINE), together with the University of Manchester Library discovery service and Google Scholar. Two reviewers independently screened studies for eligibility. Data were extracted and charted by the primary reviewer and then reviewed by the research team. Methodological quality was appraised using the Mixed Methods Appraisal Tool (MMAT). A total of 823 records were identified, of which 17 studies published between 2015 and 2025 met the inclusion criteria. Most studies employed qualitative designs ( n  = 13), alongside three mixed-methods studies and one quantitative study. TNE programmes were associated with a range of educational and professional outcomes, including enhanced graduate preparedness, professional identity development, and contributions to workforce capacity. Four interrelated themes were identified: (1) contextualisation and sustainability of partnerships; (2) support for graduates’ transition to practice and career outcomes; (3) professional identity transformation and developmental outcomes; and (4) quality assurance and power dynamics. International partnerships in HPE can enhance access to education and contribute to the development of a globally competent health workforce. However, their effectiveness depends on context-sensitive curriculum adaptation, structured institutional support, and collaborative governance and quality assurance mechanisms. These findings highlight the importance of balancing standardisation with local responsiveness to ensure programme relevance and sustainability. Future research should examine the long-term impact of TNE on workforce outcomes and patient care, as well as developing and evaluating sustainable models for staff development and international collaboration.