Author ORCID Identifier

Norman Cadiz Belleza - https://orcid.org/0000-0003-1937-4291

Maureen Johnson - https://orcid.org/0000-0003-2931-8293


Introduction: Early placement of interprofessional education (IPE) in academic curricula may foster foundational learning to shape student attitudes, knowledge, and skills and better prepare practice-ready clinicians for future team-based collaboration. The purpose of this narrative review was to investigate and analyze the current use of IPE in OT and PT higher education.

Methods: Three databases, Academic Search Complete, Cochrane Database of Systematic Reviews, and ERIC, were searched from 2017 to 2022. Inclusion criteria were articles with full text availability, published within the 5 year search time range from the time of the narrative review process, peer reviewed studies, original research, meta-analysis studies, case studies, and review articles. Duplicates were removed, and studies were excluded if related to only clinical or practice-based healthcare delivery, community health service-learning, virtual or telehealth platforms, not applicable to the disciplines of OT and PT, or not available in English.

Results: After filtering and screening articles yielded from the literature review, a total of studies (n = 76) provided considerable evidence for contributing to best-practice guidelines in aligning IPE learning with student outcomes and the Interprofessional Education Collaborative Core Competencies. Substantial evidence was found, which resulted in the creation of a conceptual framework to advance IPE health science education and to meet discipline-specific IPE accreditation standards for OT and PT education. The resultant proposed IPE Conceptual Framework provides alignment of course learning objectives, accreditation standards, institutional and programmatic learning outcomes, and IPEC Core Competencies to create authentic IPE learning activities.

Conclusions: This study provides a current review for IPE in OT and PT education in the United States and can have application abroad. The findings guided development of a conceptual framework for alignment of IPEC Core Competencies, curricular outcomes, and accreditation standards. Follow-up studies are recommended to validate the utilization of the proposed framework, and then subsequent research inquiry to further assess IPE effectiveness.

Keywords: curriculum development, healthcare academia, interprofessional education, occupational therapy, physical therapy