Common learning activities, teaching strategies, and facilitation practices in interprofessional education-a scoping review.

backgroundWhile many studies have highlighted the benefits of interprofessional education, including improved teamwork, knowledge, and collaborative skills, little is known about which activities or learning strategies are the most commonly employed or effective. Various learning activities are used in interprofessional education. Studies have highlighted a trend toward developing frameworks for interprofessional education; however, these often lack specificity regarding key training elements. The learning activities, teaching strategies, and facilitation practices must be further explored to provide informed recommendations for faculties when designing interprofessional training activities.

objectivesTo map the learning activities and teaching strategies included in interprofessional education programs for undergraduate healthcare students and examine common facilitation practices.

designA scoping review guided by the Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews Checklist.

methodsA systematic search of four electronic databases was conducted. The study inclusion criteria followed the Population, Concept, and Context framework; healthcare undergraduate students who participated in interactive interprofessional training activities were included.

resultsForty-one studies were included for review. Nine types of learning activities in four categories were identified. Case-based discussion was the most commonly used activity type, possibly because it could be used to meet the needs of diverse learners. Six types of teaching strategies were used in the included studies: 1) establishing a clear topic of learning; 2) offering pre-reading materials on the topic; 3) reviewing the roles and responsibilities of each profession; 4) participating in a collaborative activity; 5) ensuring the extent of consensus between faculties; and 6) conducting a debriefing for reflection. Only nine studies documented the participants’ perspectives on the facilitator-to-student ratio and the facilitators’ roles and responsibilities, which would influence students’ learning experiences.

conclusionsPrevious studies have identified a diverse array of learning activities and teaching strategies. Case-based discussion was found to be the most commonly used, possibly because its flexibility in accommodating various professionals and settings enables it to meet the needs of diverse learners. Facilitation is an important but under-recognized aspect of interprofessional education, and future descriptions of educational interventions should provide specific details to help guide others in following best practices.