Table 2 Extraction grid for selected studies

Chua et al. [28]

pre-test-post-test

SGP

1/5

Early

Student Medical Education Conference 2013 (IPE components) with IP workshops and plenary sessions

Effectiveness of an IP conference in improving attitudes towards IPE

N/A

MS (n = 281; 79,8%)

NS (n = 71;20,2%)

total n = 352

N/A

RIPLS

n = 1

Significantly increase in post-test;

pre-test M (SD) = 81.54(7.36) vs post-test M (SD) = 85.51(8.08); (p < 0.001)

Students with previous IPE experience scored higher in the pre-test

Hawkes et al. [29]

pre-test-post-test

UK

1/5

Early

7-week IPE preparation of a care management plan

Assessment of 1st-year students’ attitudes towards other HCP

7 weeks

MS (n = 100; 45,2%)

PS (n = 68; 30,8%)

NS (n = 53; 24%)

total n = 221

N/A

AHPQ

n = 1

All professions saw a statistically significant increase (p < 0.01) in how ‘caring’ they were perceived to be by all students after IPL

Hess et al. [30]

pre-test-post-test

USA

1/4

Early

Communication skills: asynchronous, online, self-directed learning modules, alternating with live small group session; Recording of SP

Effectiveness of a course in teaching patient-centred IP communication

4 × 20 hours in 6 months

MS (n = 67; 54%)

PS (n = 57; 46%)

total n = 124

6–7

CGI

n = 1

Communication skill construct scores & global rating scores (pre-test M (SD) = 2.2(0.5); Median (IQR) = 2.0(2.0–2.5) vs post-test M (SD) = 4.1(0.6); Median (IQR) = 4.0(3.8–4.5) significantly increased for both (MS&PS) post-test compared to pre-test (p < 0.01)

pre-test scores for rapport building higher for MS

Hudson et al. [11]

Cross-sectional

pre-test-post-test

AUS

1/4

Early

Chronic care; ICE with local HCP teams

Exploration of changes in MS attitudes toward IPL & patient-centred care

3 weeks in total

MS (n = 279; 100%)

total n = 279

N/A

RIPLS

n = 1

post-test scores significantly decreased; negative attitudes towards IPE:

teamwork and collaboration (M = 40.64, SEM = 0.21 vs M = 39.45, SEM = 0.25; p < 0.001); professional identity (M = 30.53, SEM = 0.21 vs M = 29.18, SEM = 0.23; p < 0.001); patient-centredness (M = 23.42, SEM = 0.11 vs M = 23.07, SEM = 0.13; p < 0.01)

Quesnelle et al. [31]

pre-test-post-test

USA

1/4

Early

Medication; Multi-institutional tele-health TBL event on pharmacogenomics; unique treatment plan for a patient

Assessment of a multi-institutional tele-health TBL activity

2 h (SS)

MS (n = 67; 74,4%)

PS (n = 23; 25,6%)

total n = 90

SATP2C

n = 1

Post-test significantly increased

Results for shift by category: Responsibility and Accountability M (SEM) = 0.21(+/−.06), p < 0.005;

Shared Authority M (SEM) = 0.08(+/−.06), p < 0.005; Interprofessional Education M (SEM) = 0.14(+/.05), p < 0.05;

Pharmacogenomics Confidence M (SEM) = 0.56(+/−.09), p < 0.005

Sheu et al. [32]

prospective cohort study, pre-test-post-test

USA

1/4

Early

Student-Run Clinic, including preparatory didactic sessions on health disparities & cultural competencies appropriate to the target population & work in the clinic

Analyse the impact of student-run clinic on students

Variable

MS (n = 93; 51,1%)

NS (n = 31; 17%)

PS (n = 58; 31,9%)

total n = 182

N/A

SAMI

RIPLS

n = 2

No changes for MS but previous high positive attitudes

RIPLS M (SD) pre vs post by subscales:

Team: 4.49 (0.44) vs 4.32 (0.44); Identity: 4.31(0.51) vs 4.04(0.56);

Role: 2.71(0.61) vs 2.85(0.68)

SAMI M (SD) pre vs post:

Exposure 4.02 (.58) vs 4.03 (.58); Perception 3.76(.70) vs 3.83(.67)

Sytsma et al. [33]

quasi-experimental

pre-test-post-test

USA

1/4

Early

mono and IP teams

interventions: 1. Social event, 2. Peer-teaching in Anatomy dissection lab, and 3. Collaborative clinical problem-solving sessions

Describe an IPE experience in gross anatomy and report its lasting impact

7 weeks

MS (n = 35; 66%)

PT (n = 18; 34%)

total n = 53

8–12

RIPLS

n = 1

Overall, students showed positive attitudes towards IPE, no significant changes in the post-test;

pre vs post total M (SD): 81.54(7.36) vs 85.51(8.08);

Tuirán-Gutiérrez et al. [34]

experimental randomised pre-test-post-test

SP

1/7

Early

Experimental group received IP training in collaborative work

(control group received training on drug addiction prevention)

Are there role differences in early IP training? Does IP training improve attitudes towards IPE?

18 × 2 hours

over 4 months

MS (n = 84; 48,6%)

NS (n = 89; 51,4%)

total n = 173

N/A

JSE

JSAPNC

JeffSPLL

n = 3

Post-test scores for MS in the IPE group remained stable

Pre-vs post M (SD)

JSAPNC: 48(6) vs 48(7); JSE-S: 104(12) vs 100(14)

JeffSPLL-MS: 46(4) vs 46(6)

significant deterioration in the control group in the development of collaborative work skills, pre vs post control group: M (SD) = 47(6) vs 44(7) p < 0.01

Van Winkle et al. [35]

randomized, prospective cohort study

pre-test-post-test

USA

1/4

Early

IP Workshop:

Session 1: Management of 2 cases

Session 2: individual reflection exercise

Measure changes in collaboration scores after an IP workshop

2 × 50 min (2–7 days)

PS (n = 215; 42,8%) MS (n = 205; 40,8%)

BM (n = 82; 16,3%)

total n = 502

SATP2C

Modified JSE

n = 2

High baseline commitment

scores did not change for MS: SATP2C max 65: pre M = 54; education component increased significantly after IPE for 82% of MS (p = 0.015), the increase in scores for the other 2 factors (13 items) was not significant (p = 0.76) modified JSE correlated positively (Pearson correlation coefficient (r) values was 0.38 (p,0.0001)

Haber et al. [36]

pre-test-post-test

USA

2/4

Early

IP simulation: SP for physical examination providing patient-centred care of an older adult with diabetes and periodontal disease

Effectiveness of an IP clinical simulation and case study experience

1 h (SS)

MS (n = 310; 50,2%)

NS (n = 150; 24,3%)

DS (n = 158; 25,6%)

total n = 618

8

ICCAS

n = 1

Significant change (p < 0.001) in ICCAS and each of the 6 IP-competency domains (p < 0.0001) pre vs post M 4.63 vs 5.3/5.4

MS had lower mean post-test scores compared to other students

McCaffrey et al. [37]

interventional study,

pre-test-post-test

USA

2/3,5

Late

IP team approach: diagnosis and treatment of dementia with (1) informative session and (2) participation in five clinical exercises

Enhanced competency in Alzheimer’s & IP approach to roles of care

15 weeks

MS (n = 74; 61,7%)

NS (n = 46; 38,3%)

total n = 120

2

ATITS

ATCS

n = 2

MS with higher initial scores on knowledge test; significant increase in positive attitudes toward patients, disease and opinion post-test in the intervention group compared to control group (p = 0.02); attitudes towards IPE remains stable

Pinto et al. [38]

pre-test-post-test

USA

2/4

Early

Simulation (stroke, assessing the patient & developing a care plan, followed by debriefing)

Examination of an IP stroke simulation with SP on student IP growth

50 min

MS (n = 70; 37,2%)

PA (n = 12; 6,4%)

NS (=44; 23,4%)

PT (n = 28;14,9%)

OT (n = 34; 18,1%)

total n = 188

IPEC

n = 1

MS with significant increase in “values” and “interaction” post-test: IPEC: Values Domain: Mean Diff 0.79; 95% CI 0.13–1.45; p-Value 0.0205; Interactions Domain: Mean Diff: 1.91; 95% CI 1.07–2.76; p-value < 0.0001

Shrader et al. [39]

randomized

pre-test-post-test

USA

2/4

Early

MUSC Senior Mentor Program: in-home interview, medication history, identification of medication-related issues & group discussions

Impact of a geriatric medication activity on student’s attitudes towards IPE and determination of student satisfaction

12 h/ Semester

MS (n = 101; 64,7%)

PS (n = 55; 35,3%)

total n = 156

SATP2C

n = 1

Post: two items significant increased, one item significant decrease in attitudes for MS

Zanotti et al. [40]

pre-test-post-test

IT

2/6

Early

Interactions with HCP with (1) on-site observation and (2) review of experience in IP activities

Improved attitudes towards IP teamwork in MS after a new program

50 h over 1–2 weeks

MS (n = 277; 100%)

total n = 277

N/A

IEPS CSI

n = 1

Significant

improvements after IPE training in 3 items (mem) and all item (women)

M (SD) pre vs post:

Competency & Autonomy 29.23 (3.51) vs 31.17 (3.58); p < 0.001; Perceived need for cooperation 8.52 (1.21) vs 8.89 (1.12); p < 0.001; Perception of actual cooperation 17.67 (2.92) vs 19.43 (2.90); p < 0.001; Understanding others’ values 9.99 (1.62) vs10.30 (1.65); p = 0.005 (only for women significant)

Berger et al. [41]

intervention, comparison group,

pre-test-post-test

GER

3/6

Early

team communication seminar (eMonoprofessional MP (MS) compared with IP small groups)

Develop, “pilot” and evaluate a seminar on team communication

3½ hours (SS)

MS (n = 145; 87,9%)

NS (n = 20; 12,1%)

total n = 165

10–12

UWE-IP-D

n = 1

Significant positive changes

Communication and Teamwork Scale (Pre: M (IP) = 18.5;M (MP) = 18.0; p = 0.82) and post both showed significant (p < 0.01) positive changes (Post: M (IP) = 17.2, M (MP) = 17.4); Interprofessional Learning Scale IP group more positive baseline mean score (Pre: M (IP) = 20.6, M (MP) = 25.8; p < 0.01). both groups showed significant (p < 0.01) positive changes (Post: M (IP) = 19.1, M (MP) = 23.3)

Bridgeman et al. [42]

pre-test-post-test

USA

3/4

Late

IPE workshop

“medication errors prevention”

Expose learners to IPE competencies and compare pre- to post workshop changes

3 h (SS)

MS (n = 43; 21,4%)

PS (n = 140; 69,7%)

PA (n = 18; 8,9%)

total n = 201

5

ATHCTS

n = 1

Attitudes improved after IPE, although MS attitudes improved only for team values (subscale 1):

Subscale 1 pre % max core vs post % max score 73.0 ± 12.8 vs 76.9 ± 15.8 95% CI − 3.93 (− 6.59, − 1.27), p = 0.005; subscale 2 pre % max core vs post % max score 73.3 ± 13.7 vs 75.0 ± 17.2; 95 CI − 1.67 (− 4.74, 1.39); p-value n.s.; subscale 3 pre % max core vs post % max score 42.6 ± 17.0 vs 46.4 ± 12.5; 95% CI − 3.84 (− 8.43, 0.75); p-value n.s.

Friman et al. [43]

Mixed-methods exploratory,

pre-test-post-test

SWE

3/6

Early

IPE workshop

skill stations (Doppler assessment & compression therapy) + 1 case-based reflection on professional identity

Influence of a shared learning activity on attitudes towards IPE

3 h (SS)

MS (n = 101; 45,7%)

NS (n = 120; 54,3%)

total n = 221

2

JSAPNC

n = 1

No differences in the MS group over time but initial high scores:

pre vs post sum score means (max 60): 51.76 vs 51.76

Erickson et al. [44]

pre-test-post-test

USA

3/4

Late

IPE workshop

“Difficult Discussions” (EOL care & communication, simulation)

Reports outcomes after IPE workshop

1½ hours (SS)

MS (n = 71; 53%)

NS (n = 63; 47%)

total n = 134

25

JSAPNC

ATHCTS

SEIEL

n = 3

MS had higher scores post IPE in the ATHCT post-intervention (Mean (SD) 2.1 (6.1); p = .004 and “Quality Process in Teams” Mean (SD) 2.2 (5.6) p = .001, no change on the total scale

Oza et al. [45]

Cross-sectional observational

pre-test-post-test

USA

3/4

Late

OSCE: Interprofessional case

Relationship between attitudes towards IPE & (1) self-efficacy, (2) prior extracurricular IP, (3) previous IPE

25 min

MS (n = 464; 100%)

total n = 464

N/A

SEIEL

n = 1

Students’ self-efficacy for IP was associated with IP collaborative practice, self-efficacy for feedback and evaluation were not;

Mean SEIEL scores were high. For factor 1, interprofessional

teamwork, M (SD) 7.9 (1.3, range 2.0–10.0) and for factor 2, interprofessional feedback and evaluation 7.1 (1.5, range 1.3–10.0).

Paige et al. [46]

quasi-experimental

pre-test-post-test

USA

3/4

Late

Acute care; Simulation (dual major trauma scenarios with immediate structured debriefing)

Does IP SBT change behaviour over the course & is it as effective as team training?

2 h (SS)

MS (n = 118; 47,8%), NS (n = 129; 52,2%)

total n = 247

3–8

TAS

RIPLS

T-TAQ

n = 3

Statistically significant improvement in 10 of 19 RIPLS items, particularly in teamwork and team-based skills, T-TAQ: statistically significant

improvements in the team structure subscale

Darlow et al. [47]

prospective controlled trial,

pre-test-post-test

NZ

4/6

Late

Chronic care, IP workshops: people with LTC, e-learning platform, visits to a patient in the community, peer-presentation, group discussion

Evaluate if an IPE programme for managing people with LTC changes students’ attitudes to IP teams

11 h over 4 weeks

MS (n = 36; 43,4%),

PT (n = 12; 14,5%)

RT (n = 26; 31,3%)

DiS (n = 9; 10,8%)

total n = 83

3

ATHCTS

RIPLS

TSS

n = 3

Mean post-intervention attitude scores were significantly higher in the intervention group than the control group for all scales. The mean difference for the ATHCTS was 0.17 (95%CI 0.05 to 0.30; p = 0.006); RIPLS was 0.30 (95%CI 0.16 to 0.43; p < 0.001), TSS was 0.71 (95%CI 0.49 to 0.92;

p < 0.001)

Lockeman et al. [48]

quasi-experimental

pre-test-post-test

USA

4/4

Late

Acute care, simulation: collaboration around acutely ill patients (ACLS algorithms)

Can a series of IP SBT promote changes in attitudes & stereotypes of HCP students

3x2hours over 2 weeks

MS (n = 163; 51,1%), NS (n = 156; 48,9%)

total n = 319

6–7

SPICE-R2

HSS

n = 2

No changes in HSS for MS Statistically significant increase in SPICE-R2 ratings from pre- to posttest: SPICE-R2 total scale pre M (SD) vs post M (SD) 4.23(0.47) vs 4.56(0.42), p < 0.001; Teamwork subscale pre vs post 4.18(0.52) vs 4.55(0.46), p < 0.001; Roles/Responsibilities subscale 4.00(0.58) vs 4.41(0.50), p < 0.001; Patient Outcomes subscale 4.52(0.48) vs 4.71(0.41), p < 0.001;

Seaman et al. [49]

descriptive matched before-after study,

pre-test-post-test

AUS

6/6

Late

Ambulatory clinical placement, two of four clinical outpatient areas, in IP pairs, interact with HCP supporting the care of patients with chronic illnesses in hospital outpatient clinics and during home visits

Examine students’ beliefs, behaviours and attitudes in relation to IP socialisation in ambulatory care

2 weeks

MS (n = 45; 72,6%)

NS (n = 17; 27,4%)

total n = 62

2

ISVS

n = 1

Significant increase of ISVS score in posttest with a mean improvement of 6.76 for the overall ISVS score (p < 0.001)