Barriers and enablers that influence sustainable interprofessional education: a literature review

Tanya LAWLIS, Judith Anson, David Greenfield

Research output: Contribution to journalArticle

75 Citations (Scopus)

Abstract

The effective incorporation of interprofessional education (IPE) within health professional curricula requires the synchronised and systematic collaboration between and within the various stakeholders. Higher education institutions, as primary health education providers, have the capacity to advocate and facilitate this collaboration. However, due to the diversity of stakeholders, facilitating the pedagogical change can be challenging and complex, and brings a degree of uncertainty and resistance. This review, through an analysis of the barriers and enablers investigates the involvement of stakeholders in higher education IPE through three primary stakeholder levels: Government and Professional, Institutional and Individual. A review of eight primary databases using 21 search terms resulted in 40 papers for review. While the barriers to IPE are widely reported within the higher education IPE literature, little is documented about the enablers of IPE. Similarly, the specific identification and importance of enablers for IPE sustainability and the dual nature of some barriers and enablers have not been previously reported. An analysis of the barriers and enablers of IPE across the different stakeholder levels reveals five key “fundamental elements” critical to achieving sustainable IPE in higher education curricula.
Original languageEnglish
Pages (from-to)305-310
Number of pages6
JournalJournal of Interprofessional Care
Volume28
Issue number4
DOIs
Publication statusPublished - 2014

Fingerprint

Education
Health Education
Curriculum
Uncertainty
Databases

Cite this

@article{3afe5a2956fe4eda941080f3bfca708c,
title = "Barriers and enablers that influence sustainable interprofessional education: a literature review",
abstract = "The effective incorporation of interprofessional education (IPE) within health professional curricula requires the synchronised and systematic collaboration between and within the various stakeholders. Higher education institutions, as primary health education providers, have the capacity to advocate and facilitate this collaboration. However, due to the diversity of stakeholders, facilitating the pedagogical change can be challenging and complex, and brings a degree of uncertainty and resistance. This review, through an analysis of the barriers and enablers investigates the involvement of stakeholders in higher education IPE through three primary stakeholder levels: Government and Professional, Institutional and Individual. A review of eight primary databases using 21 search terms resulted in 40 papers for review. While the barriers to IPE are widely reported within the higher education IPE literature, little is documented about the enablers of IPE. Similarly, the specific identification and importance of enablers for IPE sustainability and the dual nature of some barriers and enablers have not been previously reported. An analysis of the barriers and enablers of IPE across the different stakeholder levels reveals five key “fundamental elements” critical to achieving sustainable IPE in higher education curricula.",
keywords = "Interprofessional learning, Interprofessional research, Literature review, Multi-sector, Stakeholders",
author = "Tanya LAWLIS and Judith Anson and David Greenfield",
year = "2014",
doi = "10.3109/13561820.2014.895977",
language = "English",
volume = "28",
pages = "305--310",
journal = "Holistic Medicine",
issn = "1356-1820",
publisher = "Informa Healthcare",
number = "4",

}

Barriers and enablers that influence sustainable interprofessional education: a literature review. / LAWLIS, Tanya; Anson, Judith; Greenfield, David.

In: Journal of Interprofessional Care, Vol. 28, No. 4, 2014, p. 305-310.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Barriers and enablers that influence sustainable interprofessional education: a literature review

AU - LAWLIS, Tanya

AU - Anson, Judith

AU - Greenfield, David

PY - 2014

Y1 - 2014

N2 - The effective incorporation of interprofessional education (IPE) within health professional curricula requires the synchronised and systematic collaboration between and within the various stakeholders. Higher education institutions, as primary health education providers, have the capacity to advocate and facilitate this collaboration. However, due to the diversity of stakeholders, facilitating the pedagogical change can be challenging and complex, and brings a degree of uncertainty and resistance. This review, through an analysis of the barriers and enablers investigates the involvement of stakeholders in higher education IPE through three primary stakeholder levels: Government and Professional, Institutional and Individual. A review of eight primary databases using 21 search terms resulted in 40 papers for review. While the barriers to IPE are widely reported within the higher education IPE literature, little is documented about the enablers of IPE. Similarly, the specific identification and importance of enablers for IPE sustainability and the dual nature of some barriers and enablers have not been previously reported. An analysis of the barriers and enablers of IPE across the different stakeholder levels reveals five key “fundamental elements” critical to achieving sustainable IPE in higher education curricula.

AB - The effective incorporation of interprofessional education (IPE) within health professional curricula requires the synchronised and systematic collaboration between and within the various stakeholders. Higher education institutions, as primary health education providers, have the capacity to advocate and facilitate this collaboration. However, due to the diversity of stakeholders, facilitating the pedagogical change can be challenging and complex, and brings a degree of uncertainty and resistance. This review, through an analysis of the barriers and enablers investigates the involvement of stakeholders in higher education IPE through three primary stakeholder levels: Government and Professional, Institutional and Individual. A review of eight primary databases using 21 search terms resulted in 40 papers for review. While the barriers to IPE are widely reported within the higher education IPE literature, little is documented about the enablers of IPE. Similarly, the specific identification and importance of enablers for IPE sustainability and the dual nature of some barriers and enablers have not been previously reported. An analysis of the barriers and enablers of IPE across the different stakeholder levels reveals five key “fundamental elements” critical to achieving sustainable IPE in higher education curricula.

KW - Interprofessional learning

KW - Interprofessional research

KW - Literature review

KW - Multi-sector

KW - Stakeholders

UR - http://www.scopus.com/inward/record.url?scp=84902280144&partnerID=8YFLogxK

UR - http://www.mendeley.com/research/barriers-enablers-influence-sustainable-interprofessional-education-literature-review

U2 - 10.3109/13561820.2014.895977

DO - 10.3109/13561820.2014.895977

M3 - Article

VL - 28

SP - 305

EP - 310

JO - Holistic Medicine

JF - Holistic Medicine

SN - 1356-1820

IS - 4

ER -