A framework to guide the integration of interprofessional education in the classroom and practice setting - underpinned by findings from a sequential mixed methods study.
Jul 2026· Journal of Interprofessional Care· pp.
1-11
· 0 citations· 37 references
Medicine
TL;DR
The emergent 4P Framework is presented, which identifies four core considerations for effective IPE integration: Priority, Professional value, Professional commitment, and Person-centredness.
Abstract
Health and social care systems face increasing demands for interprofessional education and collaborative practice (IPECP) to meet complex patient needs. In response, global leaders advocate for interprofessional education (IPE) to prepare professionals for effective IPECP. An initial study conducted by the authors revealed skepticism among university educators about IPE approaches and their ability to translate into workplace practice. This prompted a follow-up study aimed at developing an evidence‑based framework to support educators in overcoming barriers to integrating meaningful IPE into curricula that bridge the theory-practice gap. A sequential mixed‑methods design, theoretically underpinned by social-innovation-informed experiential learning, enabled cumulative validity across three research strands, each published separately. Drawing on insights from both the initial and follow-up study, incorporating data from more than 220 participants, this article presents the emergent 4P Framework, which identifies four core considerations for effective IPE integration: Priority, Professional value, Professional commitment, and Person-centredness. The development of the framework is described and situated within the existing evidence base. To support practical application, the 4P Framework is mapped to an established transitions model, providing educators and leaders with a structured and theoretically aligned tool to guide IPE implementation and highlighting empirically informed areas for future research.
INTRODUCTION
Interprofessional education (IPE) remains an important component of curriculum training among health and allied health trainees. Additional research is needed regarding the challenges for facilitators in implementing such educational endeavors.
METHOD
Therefore, this qualitative study examined the perspectives of those leading the IPE process and facilitators in planning and implementing an online real-time (synchronous) university-based IPE curriculum.
RESULTS
Respondents (n = 7) described the following nine themes that facilitated or challenged the planning and implementation of the IPE curriculum: (1) shared vision and commitment to implementing IPE, (2) emphasizing core competencies in interdisciplinary collaboration, (3) engagement and effort, (4) importance of buy-in, (5) maximizing experiential education, (6) balancing faculty involvement and expectations in IPE development, (7) balancing educational content for diverse experience levels, (8) challenges in staffing continuity for sustaining IPE initiatives, and (9) need for dedicated leadership and resources in IPE implementation.
DISCUSSION
These findings explore IPE implementation among a unique constellation of professions that are rarely included in IPE literature and can provide insight for starting, re-evaluating, and improving IPE education and practice.
S. Agbeyaka, Sara A. Harper, Vicki Simonsmeier et al.· Journal of Continuing Educat...· 0 citations
PROBLEM
Interprofessional collaboration is essential in today's healthcare environment. As such, preparing the next generation to confidently and sustainably enter the workforce is increasingly urgent. Experiential interprofessional education (IPE) interventions are particularly effective in bridging the gap between classroom learning and practical application. Community-based education further enriches these outcomes by immersing students in real-world environments that emphasize patient-centered care and responsiveness to community needs. However, IPE remains challenging to design and deliver in the clinical learning environment.
APPROACH
The purpose of this report is to describe the design, implementation, and five-year outcomes of the Interprofessional Internship as a proof of concept for high-quality, community-based IPE, delivered from September 2020 to May 2025 through the University of Minnesota in Minneapolis, Minnesota. The model incorporates health profession intern teams carefully matched with community partner projects in areas such as quality improvement, community engagement, and organizational change, as well as professional development experiences designed to further advance interns' interprofessional competency.
OUTCOMES
The Interprofessional Internship has completed 36 projects with 19 community organizations and involved 69 students from 24 academic programs. In line with internship goals, interns reported increased confidence in interprofessional competencies, corroborated by peer assessments, and outcomes demonstrate community partner engagement and their ability to advance their work through high-impact projects addressing health needs across the state.
NEXT STEPS
This innovative Interprofessional Internship offers a tangible, replicable model of training that integrates IPE into community-based experiential education while yielding meaningful community outcomes. Future pursuits beyond for-credit offerings include, but are not limited to, multi-partner community-based project design, longitudinal connections to geographically- or organizationally aligned learner teams with on-site experiential rotations, and integration of patients and communities in project work.
Sara E. North, Cheri L. Friedrich, Marie McNamara et al.· Academic medicine : journal...· 0 citations
INTRODUCTION
Continuing professional development (CPD) about social processes and structures (eg, power relations, organizational policies) in health care has been minimally explored. This study examined the teaching of social practices and structures in the domains of interprofessional collaboration and quality improvement, and the education paradigms used, with particular attention to transformative education.
METHODS
This case study included three CPD cases at two university-affiliated Centres. Data collection included observations (n = 42.5 hours), interviews with program/Centre leads and guest presenters (n = 13), and documents. Paradigms of education informed the interpretive thematic analysis conducted.
RESULTS
A range of concepts related to social practices and structures were introduced across sessions (eg, systemic racism, unconscious bias). An examination of education purpose, role of teacher-learner, and teaching modalities, demonstrated that varied paradigms of education (eg, cognitivist, constructivist) were drawn on to teach these topics, with efforts toward transformative approaches. Programs were largely oriented to practical learning and application, with the teacher positioned as expert or learners being encouraged to interact with, and learn from each other. However, participants recognized additional education purposes aligned with a transformative paradigm, to question and shift learners' perspectives, making efforts to align teacher-learner roles and learning modalities. There were tensions, though, working across paradigms; session formats and learner/sponsor expectations influenced paradigms used.
DISCUSSION
Findings provide insights to how to incorporate content about social practices and structures into interprofessional collaboration and quality improvement CPD. Given the multiple and sometimes competing education goals, positioning paradigms of education as coexisting layers may be more effective than viewing them as mutually exclusive.
Joanne Goldman, Farah Friesen, Tara A Burra et al.· Journal of Continuing Educat...· 0 citations
A scoping review aims to identify shortcomings in theoretical and empirical modeling of nursing students’ interprofessional collaboration competence (ICC), informing the development of more effective educational interventions for the ICC of nursing students, and others.
Aldin Striković, Eveline Wittmann, Johannes Krell et al.· MethodsX· 0 citations
BACKGROUND
Interprofessional education (IPE) is essential for preparing health sciences students for collaborative practice, yet its implementation remains constrained by geographical dispersion, scheduling conflicts, and variability across clinical placements. Advances in virtual simulation technologies including high-fidelity virtual environments and artificial intelligence (AI)-enabled analytics might offer new solutions to address these structural barriers. This study aimed to explore students' experiences of virtual simulation as a strategy to overcome siloed teaching and support the development of interprofessional competencies within health sciences education.
METHODS
A qualitative, descriptive, exploratory, and contextual design was employed. Between January and June 2024, four online semi-structured focus group interviews were conducted via Microsoft Teams with 29 purposively sampled senior undergraduate students from five health science disciplines. An independent external qualitative researcher facilitated the interviews using a central open-ended question and targeted probes aligned with the study objectives. Sessions were audio-recorded, transcribed verbatim, and analysed using the Matrix Building Framework described by Miles, Huberman, and Saldaña. Trustworthiness was ensured through methodological triangulation, peer debriefing, independent coding, and an audit trail consistent with Lincoln and Guba's criteria.
RESULTS
Analysis yielded two overarching themes with four subthemes. At a system level, virtual simulation ensured accessible and equitable, interprofessional collaboration by reducing geographical and scheduling barriers, standardising learning experiences, and improving administrative efficiency through central scheduling. At a learner level, virtual simulation supported personalised role development, psychological safety, and professional confidence through adaptive scenario design, intentional leadership role allocation, and behaviour-anchored feedback. Participants reported that AI-supported analytics enhanced debriefing quality and enabled focused reflection on communication and teamwork behaviours.
CONCLUSIONS
Virtual simulation acts as an infrastructure supporting two complementary purposes for IPE, simultaneously addressing systemic access and equity challenges while supporting individual learner development. When aligned with adaptive pedagogy, psychologically safe facilitation, and validated assessment frameworks, virtual simulation for IPE can be equitable, authentic, and scalable. These findings have implications for curriculum design, faculty development, and institutional investment in sustainable virtual simulation platforms.
M. Molabe, Richard M. Rasesemola, Sidwell Matlala et al.· BMC Medical Education· 0 citations
Developing an interprofessional identity (IPI) enhances intrinsic motivation for interprofessional collaboration, supported by beliefs in diversity that alleviate identity threats within dynamic teams. However, personal experiences and contextual changes, such as transitioning into practice, may hinder openness and disrupt the balance between professional identity and IPI. Since readiness for interprofessional learning is widely used to indicate learners' preparedness for collaborative practice, this study reevaluates whether the Readiness for Interprofessional Learning Scale (RIPLS) captures readiness or a distinct construct within IPI development. We used a pragmatic constructionist approach, combining quantitative and qualitative methods to assess the meaning and utility of the translated Dutch RIPLS in an undergraduate setting. Validity and reliability were assessed through a cross-sectional study with 3,311 participants and two pre-post studies with 330 and 89 participants. We conducted content analysis based on interviews with two teachers and six health sciences trainees. An exploratory factor analysis revealed a one-factor model with eight items explaining 35.35% of the variance (eigenvalue = 3.463) and factor loadings ranging from .512 to .697. This model was relabeled as the Awareness of Interprofessional Learning Scale (AIPLS). A confirmatory factor analysis on posttest data (n = 456) demonstrated excellent fit (SRMR = .018, RMSEA = .068, CFI = .969, TLI = .957), with loadings between .62 and .77. In contrast, unidimensional and four-dimensional RIPLS structures showed poor to reasonable fits. The AIPLS exhibited a high coefficient omega of .81, moderate stability (ICC = .725), and confirmed convergent validity. We rejected the RIPLS due to its overlapping subscales, which fail to accurately represent readiness. In contrast, the AIPLS effectively measures interprofessional awareness, which is essential for developing readiness. This allows us to reevaluate previous research and view interprofessional awareness as a catalyst for self-efficacy, openness, and commitment, key elements of interprofessional education.
G. Cantaert, E. Lauwerier, J. Reinders et al.· Journal of Interprofessional...· 2 citations