Start Submission Become a Reviewer

Reading: Interprofessional Education in Prelicensure Health and Social Care Professions Education: A ...


A- A+
Alt. Display

Review Articles

Interprofessional Education in Prelicensure Health and Social Care Professions Education: A Systematic Review


Mohammad B. Azzam ,

Western University, CA
About Mohammad
Mohammad B. Azzam is a doctoral candidate in the Faculty of Education at Western University, London, ON., Canada. His specialization is on Curriculum Studies in Health Professions Education with a focus on the development, implementation, evaluation of interprofessional education (IPE) and interprofessional practice (IPP) learning opportunities as well as accreditation standards relevant to IPE and IPP. He also has an educational and professional background in Anatomical Sciences Education and holds several assistantship positions in Anatomy.
X close

Julia Ranieri,

Western University, CA
X close

Anton Puvirajah

Western University, CA
X close


INTRODUCTION There is growing evidence supporting the importance of interprofessional education (IPE) and interprofessional collaborative practice (IPCP) in improving patient-centred care and outcomes. The purpose of this review was to examine how recent studies (2010–2020) designed, implemented, and evaluated IPE initiatives and determine whether these initiatives were effective in preparing health and social care (HASC) professional students for IPCP. METHODS This review was guided by the Preferred Reporting Items for Systematic Review and Meta-Analysis Protocols (PRISMA-P) checklist to filter the studies and extract and analyze the data. Eligible peer-reviewed studies required inclusion of two or more HASC professions in a prelicensure IPE context and description of student-centred learning outcomes. Thirty-seven studies were included in this review. RESULTS Recent studies (2010–2020) are increasingly developing practice-based simulations, incorporating IPE into mandatory coursework, and employing qualitative and mixed methods to assess student experiences. Nonetheless, most interventions lacked the use of theoretical and conceptual frameworks, were generally non-representative of HASC professions other than medicine and nursing, and were short in duration. DISCUSSION AND CONCLUSIONS It is not known whether the positive impacts associated with IPE experiences in the short-term studies would remain with the students into their professional lives. Longer interventions with greater intensity and more rigorous methodological and assessment methods are warranted. Future studies should employ larger, more inclusive sample sizes from a wider range of HASC professions; survey IPE program coordinators and facilitators; include patients in IPE development; and assess and report how their institutions are committed to fostering IPE and meeting IPE-relevant accreditation standards.
How to Cite: Azzam, M.B., Ranieri, J. and Puvirajah, A., 2022. Interprofessional Education in Prelicensure Health and Social Care Professions Education: A Systematic Review. Health, Interprofessional Practice and Education, 4(3), p.eP2186. DOI:
Published on 23 Feb 2022.
Peer Reviewed


  • PDF (EN)

    comments powered by Disqus