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Intervention Review
Interprofessional education: effects on professional practice and health care outcomes
Editorial Group: Cochrane Effective Practice and Organisation of Care Group
Published Online: 17 OCT 2007
DOI: 10.1002/14651858.CD002213
Copyright © 2007 The Cochrane Collaboration. Published by John Wiley & Sons, Ltd.
Database Title
Additional Information
How to Cite
Zwarenstein M, Reeves S, Barr H, Hammick M, Koppel I, Atkins J. Interprofessional education: effects on professional practice and health care outcomes. Cochrane Database of Systematic Reviews 2000, Issue 3. Art. No.: CD002213. DOI: 10.1002/14651858.CD002213.
Publication History
- Publication Status: Commented
- Published Online: 17 OCT 2007
This is not the most recent version of the article.View current version (21 Jan 2009)
Abstract
Background
As patient care becomes more complex, effective collaboration between health and social care professionals is required. However, evidence suggests that these professionals do not collaborate well together. Interprofessional education (IPE) offers a possible way forward in this area.
Objectives
To assess the usefulness of IPE interventions compared to education in which the same professions were learning separately from one another.
Search strategy
We searched the Cochrane Effective Practice and Organisation of Care Group specialised register, MEDLINE (1968 to 1998) and Cinahl (1982 to 1998). We also hand searched the Journal of Interprofessional Care (1992 to 1998), the Centre for the Advancement of Interprofessional Education Bulletin (1987 to 1998), conference proceedings, the 'grey literature' held by relevant organisations, and reference lists of articles.
Selection criteria
Randomised trials, controlled before and after studies and interrupted time series studies of IPE interventions designed to improve collaborative practice between health/social care practitioners and/or the health/well being of patients/clients. The participants included chiropodists/podiatrists, complementary therapists, dentists, dietitians, doctors/physicians, hygienists, psychologists, psychotherapists, midwives, nurses, pharmacists, physiotherapists, occupational therapists, radiographers, speech therapists and/or social workers. The outcomes included objectively measured or self reported (validated instrument) patient/client outcomes and reliable (objective or validated subjective) health care process measures.
Data collection and analysis
Two reviewers independently assessed the eligibility of potentially relevant studies.
Main results
The total yield from the search strategy was 1042, of which 89 were retained for further consideration. However none of these studies met the inclusion criteria.
Authors' conclusions
Despite finding a large body of literature on the evaluation of IPE, these studies lacked the methodological rigour needed to begin to convincingly understand the impact of IPE on professional practice and/or health care outcomes.
Synopsis
Plain language summary
No conclusive evidence about the effectiveness of interprofessional education in relation to professional practice or health care outcomes
Interprofessional education (IPE) is defined as any type of educational, training or teaching initiative involving more than one profession in joint, interactive learning. This review looked at the effectiveness of IPE compared to educational interventions in which doctors, nurses etc were learning separately from one another. Although a large body of literature was identified on the evaluation of IPE, none of the studies met the inclusion criteria for the review. More rigorous studies, such as randomised trials, are needed in order to provide reliable evidence of the impact of IPE on professional practice and health care outcomes.