ArticlePloS one2026
Experiences, challenges, and enablers for promoting interprofessional education among medical students: A scoping review.
Article in PloS one, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundInterprofessional education (IPE) has been commonly employed to facilitate preparation for collaborative practice among medical students. However, differences in IPE implementation and a lack of synthesis of student experiences continue to influence its integration into medical education.
methodsThe scoping review was conducted following the Arksey and O'Malley guidelines and was reported according to the PRISMA-ScR extension. Electronic databases such as PubMed, Scopus, and Web of Science were searched to include studies published between 2014 and 2024. The search yielded eight studies that met the inclusion criteria for this review. The results were synthesized to explore students' experiences, challenges, and facilitators regarding IPE.
resultsThe review found that medical students generally reported having a positive orientation towards collaborative practice and valued the opportunity to learn with others. However, understanding of professional roles was more inconsistent. Identified challenges included ambiguity of roles, hierarchy of professions, and constraints of time and organization. Enablers included integration into the curriculum, learning in practice, interaction and support.
conclusionIPE facilitates learning in collaborative practice, and its effectiveness relies on its development and implementation. Further consideration should be given to role clarification, learning, and integration in medical education programs. Future research should focus on the long-term effects of IPE on professional practice.
Indexed as
Identifiers
What OpenQuestion holds
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.