Evaluation of the effectiveness of interprofessional education among health professions students: An umbrella review

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Title:Evaluation of the effectiveness of interprofessional education among health professions students: An umbrella review

Author(s):Aiping Wu, Yanyan Hong, Minhui Li, Jianmei Yang, Guiru Lin, Wanyi Ou, Yanfei Ruan, Zumin Chen, Qingran Lin, Chenli Lin, Yinji Liang

‌Journal Name, Year, Volume(Issue):Page range: Nurse Education Today2026 156(None)

DOI: https://doi.org/10.1016/j.nedt.2025.106909

Abstract:

Objectives: Despite an increase in studies on the effectiveness of interprofessional education (IPE) in health professions, conclusions about its impact remain inconsistent. This study synthesizes evidence on IPE for health professions (including nursing, medicine, pharmacy, rehabilitation, and other professions related to human health) students over the past decade, with the aim of evaluating the effectiveness of interprofessional education in this field.

Methods: This study followed the Joanna Briggs Institute (JBI) umbrella review guidelines and written according to the Preferred Reporting Items for Overviews of Reviews (PRIOR) statement. Searches were conducted from seven databases, in December 2024. We used the JBI Critical Appraisal Checklist to assess the methodological quality of included studies and categorized results using the Kirkpatrick Model.

Results: Out of 29 reviews (2014-2024), 86 % (25) reported positive outcomes regarding perceptions / attitudes (Level 2a) and knowledge/skills (Level 2b) improvements. A total of 15 (52 %) addressed Level 1 - response, and there was mixed satisfaction from participants. Fewer studies evaluated the Level 3 - behavior change (11, 38 %), Level 4a - organizational practice change (5, 17 %), and Level 4b - patient benefit (7, 24 %), but all reported positive effects of IPE.

Conclusions: IPE has positively influenced interprofessional collaboration knowledge, skills, and future practice behaviors of healthcare students, resulting in benefits for patients. In future, teaching and research should consider factors such as geographic culture, curriculum design, and individual backgrounds while also emphasizing the long-term effects of IPE on organizational practices and patient outcomes.

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