Table 2 Evaluation results (based on the modified Kirkpatrick’s framework) of the outcomes of the interprofessional education (IPE) programmes implemented in the articles included in the systematic review

Van Lierop et al. (2019) [51]

Level 2a

Change in attitude: Positive experience, opportunity to learn IPE, collective responsibility for patient care and better understanding of context.

Rodríguez et al. (2019) [52]

Level 2b

Change in knowledge or skills: IPE promoted the development of higher order thinking skills such as research.

Van Gessel et al. (2018) [1]

Level 2a

Change in attitude: Positive attitude toward the implementation of IPE training.

Imafuku et al. (2018) [53]

Level 2b

Change in knowledge or skills: Facilitated understanding of communication, teamwork, and identity formation as health professional.

Milot et al. (2015) [54]

Level 4b

Change in clinical outcomes: Positive feedback from clinical setting.

Sanborn H. (2016) [30]

Level 4a

Change in organizational practice: New IPE learning objectives and learning activities integrated through 10 courses.

Horsley et al. (2016) [55]

Level 2b

Change in knowledge or skills: Establish and improve team performance.

Meche et al. (2015) [56]

Level 2b

Change in knowledge or skills: IPE skills development (e.g., communication and collaboration).

Waggie M. and Laattoe N. (2014) [57]

Level 4a

Change in organizational practice: Assist in the process of developing IPE curricula.

Hinderer K. and Joyner R. (2014) [58]

Level 1,

Level 2a,

Level 2b and

Level 4a

Participation reaction: Exposure to faculty from another profession and content usefulness.

Change in attitude: Attitude about IPE collaboration

Change in knowledge or skills: Seeking guidance from each other in IPE.

Change in organizational practice: Elective undergraduate interprofessional critical care course.

Vanier et al. (2013) [45]

Level 2a and

Level 2b

Change in attitude: Confidence level, learning and course appreciation.

Change in knowledge, or skills: Informal comments received from clinical settings.

Holland et al. (2013) [46]

Level 2a,

Level 2b and

Level 4a

Change in attitude: Enhance understanding of each other’s knowledge and skills.

Change in knowledge, or skills: Evaluate evidence underpinning IPE care, integrate clinical knowledge, decision making, and reflective practice in IPE care.

Change in organizational practice: Increases in the number of faculty staff competent in IPE pedagogy.

Doucet et al. (2013) [47]

Level 2a and

Level 2b

Change in attitude: Positive experience with IPE.

Change in knowledge, or skills: Enhancement in communication and collaboration skills.

Pardue K. (2013) [48]

Level 4a

Change in organizational practice: Introduction of innovative undergraduate IPE curriculum.

Olenick et al. (2011) [49]

Level 4a

Change in organizational practice: Regional IPE model integrated into the curricula of 14 different health professional schools.

Bilodeau et al. (2010) [50]

Level 4a

Change in organizational practice: Development of integrated IPE training program.