ArticleBMC medical education2026
Shaping collaborative practice: a qualitative case study of educators' experiences in integrated interprofessional education.
Article in BMC medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
1 citing paper in PubMed.
- From hospital dentistry to health systems: advancing special care dentistry through education, integration, and technology.Frontiers in oral health · 2026Article
Corrections and comments
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Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundPreparing a collaboration-ready health and social care workforce capable of delivering high-quality, patient-, client-, family-, and community-centred care requires the integration of interprofessional education (IPE) into pre-licensure curricula. Such a curriculum employs experiential and situated learning approaches to engage students in progressively complex, real-world, team-based learning activities. Although the literature broadly supports IPE, few studies have examined the impacts of integrated IPE curricula on fostering effective interprofessional collaborative practice across health and social care professions.
methodsThis qualitative case study explored these impacts from the perspectives of classroom-based facilitators and practice-based preceptors involved in delivering IPE in Canada. Data were collected through semi-structured individual interviews with twenty-six participants from four Canadian post-secondary institutions and were analyzed inductively using thematic content analysis. FINDINGS AND DISCUSSION: Key findings emerged across six themes: (1) Gender Representation; (2) Availability of Facilitators and Preceptors; (3) Mode of Delivery; (4) Nature of Curriculum; (5) Perception of Interprofessional Education as Extracurricular; and (6) Limited and Inequitable Access to Practice-Based Interprofessional Education. These themes reflect persistent structural and institutional barriers, as well as opportunities to improve IPE delivery.
conclusionsTo advance meaningful interprofessional collaborative practice in health and social care, institutions should offer substantial incentives to increase faculty and clinician involvement in IPE delivery; utilize both in-person and online modes of delivery; and foster inter-institutional partnerships. These strategies support the World Health Organization’s call for the sustainable integration of IPE into professional degree programs in health and social care, ultimately aiming to improve patient-, client-, family-, and community-centred care.
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Registered trials
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