Patient participation in interprofessional learning and collaboration with undergraduate health professional students in clinical placements: A scoping review

Abstract

Undergraduate students obtaining interprofessional education (IPE) in clinical placements are expected to develop patient- and family-centered competencies; however, the patients’ role in IPE requires attention. We explored how patient participation was articulated in the IPE research and literature from 2010 to 2020. 73 articles were eligible for inclusion and were subjected to a two-folded analysis. Characteristics included publication year, country of origin, study design, and varied contexts. Studies were conducted in hospitals, primary care, or a variety of settings (one-third each) and 25 different education programs were represented; however, students from medicine, nursing, physiotherapy, and occupational therapy were on the healthcare teams most often. In 42% (n = 32) of the studies, patient participation was not articulated. Most studies articulating patient participation showed partial participation; for example, how interprofessional students recognized and informed patients. Few studies described extensive patient participation; however, some noted patients’ active participation in care planning and treatment and the student–patient relationship. This review provides novel insight into how patients’ participation in interprofessional clinical learning is articulated. We believe that acknowledging patients’ role in IPE is necessary to improve the provision of healthcare services and to promote IPE as a patient- and family-centered practice. Our results may contribute as an input into the academic discourse in IPE and have implications for future publications within the research field.