Interprofessional education for healthcare professionals. A BEME realist review of what works, why, for whom and in what circumstances in undergraduate health sciences education: BEME Guide No. 83.

INTERDISCIPLINARY education; SAFETY; PSYCHOTHERAPY; EMPATHY; TEAMS in the workplace; MEDICAL education; EDUCATION theory; INTERPROFESSIONAL relations; OCCUPATIONAL roles; UNDERGRADUATES; EDUCATIONAL outcomes; EVALUATION of human services programs; RESPONSIBILITY; HEALTH occupations students; BEHAVIOR; CONFIDENCE; ABILITY; SCHOOL discipline; COMMUNICATION; PROFESSIONAL competence; TRAINING

Aim: To provide an evidence-informed program theory (PT) for Interprofessional Education (IPE) that adds to the knowledge base of how IPE in undergraduate health sciences education works. Methods: We undertook a realist review of the literature and synthesis of the evidence combined with stakeholder experience. Our initial program theory (IPT), built around development, delivery and evaluation of IPE interventions, was tested and refined following an in-depth search of the literature and consultation with stakeholders. The literature (2010-2022) was selected based on the realist criteria of relevance and rigor, as well as on conceptual richness of the studies. Results: Our PT is built upon 124 CMOs (Context of IPE interventions, Mechanisms that fired within that context, and IPE Outcomes), from 58 studies. Our PT comprises an array of elements found in the Context, including traits and behavioral displays of students and facilitators, and discusses four Mechanisms (feeling responsible, feeling enthusiastic/excited, feeling safe to take risks, and feeling ready), which are likely to lead to outcomes related to the Interprofessional Education Collaborative (sub)competencies. Discussion: Results were linked to learning theories to further build our understanding. The PT can serve as a guide for the development, delivery, and evaluation of IPE interventions. [ABSTRACT FROM AUTHOR]

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