Abstract
Objective
The study aims to provide an overview of factors influencing interprofessional education (IPE).
Method
A systematic literature search was performed using the databases MEDLINE, CINAHL, PsycINFO, Embase, and Cochrane Library. Two reviewers conducted the study selection and data analysis. Subsequently, the factors influencing IPE were summarized through qualitative narrative synthesis.
Results
The search yielded 1,040 results, of which 10 studies were ultimately included. The influencing factors that were identified were clustered into three dimensions: learners, educators, and institutions. Reviewing the selected studies, it became evident that all influencing factors are closely interdependent. In the learners’ dimension, the construct of diversity, related to group formation and the strengthening of their sense of belonging, was identified as a facilitating factor for IPE. Thus, it appears that the formation of an interprofessional identity has a positive impact on the constructs mentioned. Moreover, the competence of the educators, and the combination of teaching methods, were crucial factors for sustainable IPE. Institutional support plays a facilitating role.
Conclusion
The overview results of this study can be used to identify areas for improvement and changes in IPE. Crucial for institutions is the support through management and leadership, along with the implementation of effective faculty development concepts. Further research on IPE is needed to extend understanding of the constructs of diversity, team efficiency and interprofessional identity, as well as the respective relations between them.