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Does Interprofessional Problem-Based Learning (iPBL) Develop Health Professional Students' Interprofessional Competences? A Systematic Review of Contexts, Mechanisms and Outcomes
- Source :
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Interdisciplinary Journal of Problem-based Learning . Sum 2022 16(1). - Publication Year :
- 2022
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Abstract
- This systematic review reports the state-of-the-art and evidence supporting interprofessional problem-based learning (iPBL) as a developmental tool for interprofessional competences. A targeted search strategy deployed across seven electronic databases identified 32 studies which met inclusion criteria following independent double review. All study types were included. Aggregated results identified evidence (quantitative and/or qualitative) that iPBL promotes competences as categorised using the Interprofessional Education Collaborative (IPEC) framework, in Ethics/Values (n = 7); Roles/Responsibilities (n = 27); Interprofessional Communication (n = 19) and Teams/Teamwork (n = 21). Qualitative research dominated the literature. Limited, high-level quantitative data observed effects on students' attitudes and perceptions of interprofessional competences. Reporting of iPBL context and implementation mechanisms (e.g., trigger design) were largely absent in identified studies. Most iPBL (n = 26), was conducted in university rather than clinical settings.
Details
- Language :
- English
- ISSN :
- 1541-5015
- Volume :
- 16
- Issue :
- 1
- Database :
- ERIC
- Journal :
- Interdisciplinary Journal of Problem-based Learning
- Publication Type :
- Academic Journal
- Accession number :
- EJ1373077
- Document Type :
- Journal Articles<br />Reports - Research<br />Information Analyses