Table 2 Categories and findings - At Cultural / organizational level

Readiness for IPE

1 paper [16]

- Lack of interactions

- When medical students and nurses do not interact well with the other group, IPC is jeopardized by the associated interpersonal sensitivity score of medical students and hostility score of nurses.

Facilitators

2 papers [17, 19]

1 paper [18]

- Getting acquainted

- Time to socialize and experience IPC improved perceptions of IPE.

- Students perceived more comfort with approaching non-physicians about patient care issues and understanding of the common challenges non-physicians face.

1 paper [21]

- Work experience in health care

- Positive attitudes towards IPC and perceptions of IPC were maintained and even strengthened once students practiced as qualified professionals.

Barriers

6 papers [16, 22–25, 64]

- Belonging to social group

- Medical students perceived nurses to have a less positive status in society, associated some tasks with nurses’ work and refused to do them in the ITU.

2 papers [17, 19]

- Not knowing students from the other professions meant that time was needed to familiarize.

1 paper [26]

- IPC importance stated, not experienced

- Dissonance between what faculty stated and educational practice

1 paper [27]

- Mis-communication

- Nurses perceived that residents didn’t want to share decision making and vice versa.

1 paper [28]

- Work experience in healthcare practice

- Attitude towards healthcare teams was significantly poorer in students around one year after graduation, in comparison with 3rd year students after the same IPE training.

1 paper [70]

- Gaps in role-perception

- Gaps in perception of the others’ roles was negatively related to attitudes toward collaborative patient care decision making.