Abstract:

Introduction:
Teaching and learning activities of different undergraduate health professions are performed independently from one another. Graduates have limited knowledge about other professions and limited interprofessional skills. Interprofessional education (IPE) teaching and learning practices are contextually influenced by the competencies students have to achieve. There are challenges associated with implementing IPE for diverse groups. The purpose of this systematic review in progress is to determine best practices in undergraduate IPE teaching and learning.

Methods:
A systematic review assists to evaluate IPE teaching and learning practices to synthesise guidance for future implementation. Primary and contextual records and peer reviewed research related to undergraduate health sciences IPE, published between 2000 and 2023 were included in this study. The PICO framework guided the review of the variables. The six steps qualitative thematic analysis by Braun and Clarke guided the review of the records included.

Results:
Analysis of 213 records have been completed of which 37 records were included in the systematic review. Four duplications and 140 records that did not fit the purpose of the study were excluded. The following themes were derived from the 37 records: contact hypothesis (n=4), interprofessional cognitivism (n=11), optimal learning practices (n=17) and challenges (n=5). Contact hypothesis relates to developing knowledge about the roles, skills and responsibilities of the other health professions. Here purposive socialisation of healthcare students addresses preconceived stereotypes related to academic and medical competence and the traditional roles and relationship that evokes non-collaborative, inharmonious behaviour within healthcare teams. Interprofessional cognitivism allows students to assimilate and apply newly acquired knowledge promote equality and improve teamwork within healthcare teams. This can be facilitated by optimising the three levels of teaching and learning: acquisition, application, and demonstration of interprofessional knowledge and skills. Optimising the teaching and learning environment and promoting optimal learning through the Universal Design for Learning supports diverse student learning styles. The approach is used during IPE teaching and learning design, learning activities, assessment and associated material. Examples of the most used learning practices from literature include simulation, case study, community-based initiatives and virtual activities (synchronous and asynchronous). From the articles reviewed barriers to IPE included: planning and coordination of activities to fit the schedules and outcomes of different student groups, timing of interactions, resource availability, and differences in profession specific statutory and academic requirements.

Conclusion:
The preliminary results indicate that IPE teaching and learning practices need to develop environments conducive for collaborative learning. In such environments introduction and socialisation promote familiarisation, introspection and the development of foundational interprofessional knowledge and skills facilitated through clear outcomes and appropriate teaching, learning and assessment strategies, approaches and practices. True interprofessionalism and addressing the challenges associated with IPE can only be mitigated through interprofessional academics collaboratively participating throughout all aspects of IPE design and implementation.

Keywords:

IPE teaching and learning, contact hypothesis, interprofessional cognitivism.