ArticleKorean journal of medical education2026
Longitudinal interprofessional education in health profession education: a scoping review.
Article in Korean journal of 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
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
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.
Corrections and comments
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Authors and funding
3 authors.
Funding
Abstract
Longitudinal interprofessional education (IPE) is vital for developing collaborative practice-ready health professionals, yet its implementation and impact remain underexplored. This scoping review maps the current evidence on longitudinal IPE, examining implementation models, evaluated outcomes, and key facilitators and barriers. Following the Joanna Briggs Institute and the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews guidelines, a systematic search of five databases from 2016 to March 2024 was conducted. Data from 45 included studies were thematically analyzed. Findings reveal that most longitudinal IPE programs are short-term and partially integrated, constrained primarily by meso-level administrative barriers such as scheduling conflicts and time constraints, rather than being truly longitudinal. Based on the interprofessional socialization framework, a significant "measurement gap" exists; evaluations predominantly focus on self-assessed interprofessional competencies and readiness for interprofessional learning, while largely overlooking interprofessional identity development and behavioral readiness for collaborative practice. Furthermore, an "interprofessional socialization paradox" suggests that longitudinal IPE must be intentionally designed to provide high-quality, repeated, and meaningful interprofessional experiences across the entire curriculum. This review also advocates the use of spiral curriculum equipped with authenticity of the learning context, particularly clinical exposure, to support dual identity development. The current longitudinal IPE landscape is fragmented, revealing a chasm between pedagogical goals and implementation reality. Progress requires a deliberate shift towards evidence-based models like spiral curricula grounded in authentic clinical contexts, supported by robust faculty development, the alignment of macro-level accreditation standards, and a research agenda focused on dual identity development and higher-level behavioral outcomes.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.