Abstract
Background
Patients rely on multiple healthcare providers working cohesively as a team. However, learners in health-related disciplines are typically trained in isolation from one another. While some literature has explored how collaborative learning at the graduate level, undergraduate health programs are often not included in this discourse.
Objectives
This study aims to identify literature detailing collaborative, or interdisciplinary education (IDE), initiatives, attitudes, and interventions in undergraduate health-related programs.
Methods
The Arksey and O’Malley scoping review methodological framework was followed. A search was conducted (December 2023) using CINAHL, Embase, ERIC, Ovid MEDLINE, PsychInfo, and Web of Science. Studies were included if they involved two or more disciplines (at least one health-related) and/or post-secondary undergraduate learners, and if they were related to education. Studies were excluded if they discussed learners outside direct-entry undergraduate programs, were studies on working health professionals, or did not focus on IDE. Using the Donabedian model, results were synthesized into IDE structure, process, and outcomes.
Results
Thirty-five studies met the inclusion criteria. Micro, meso, and macro structures were found to facilitate or pose barriers to IDE. Regarding process, there were various disciplines, intervention types, durations, and teaching modalities. Positive outcomes included student knowledge, skills, attitudes and beliefs, and behaviors. Challenges included lack of support and difficulties with resources and logistics, learning activities, student group dynamics, and attitudes and beliefs. Studies offered recommendations for IDE. Our analysis revealed gaps in the literature concerning reporting of IDE process and outcomes.
Conclusions
We make recommendations for education researchers, educational developers, and policymakers regarding the design, implementation, evaluation, and reporting of IDE.