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Open research questions in Interprofessional Education and Collaboration

131 unresolved questions extracted from the limitations and future-work sections of 2,406 Interprofessional Education and Collaboration papers in our library. Each links back to the study that raised it.

What the literature leaves open

  • Future studies could focus on a narrower, specific outcome that would allow for the development of C- M- O configurations to offer more detailed in- sights into how organizational learning occurs in LHS. While structural supports matter, they are insufficient without leadership practices that reinforce clarity, connection, and curiosity.

    Supporting Cultural and Learning Enablers for a Learning Health System ( <scp>SCALE</scp> ): A Program Theory Approach · 2026 · DOI

  • First, the IP and MD meetings observed in this study may not be representative of all IP and MD meetings that occur. Therefore, our findings regarding the occurrence of facilitators and barriers to collaboration may not be generalizable to all IP and MD meetings.

    Nine keys for successful interprofessional collaboration Based on observing facilitators and barriers during different types of treatment meetings: A qualitative study · 2026 · DOI

  • Future research could explore comparisons between the pilot study findings and the core principles defined by the American Productivity and Quality Center (APQC), especially in light of changing social contexts and the rapid development of technologies such as artificial intelligence. The main limitation of this study is the relatively small sample size; however, this was a pilot study designed to provide initial insights and test the research framework.

    DETERMINANTS AND ACHIEVEMENTS OF KNOWLEDGE TRANSFER AND KNOWLEDGE SHARING IN PUBLIC HEALTH INSTITUTIONS IN THE REPUBLIC OF CROATIA - EMPIRICAL ANALYSIS · 2026 · DOI

  • Several limitations should be acknowledged. The study was conducted within a single regional healthcare con- text in Al-Ahsa, which may limit the transferability of findings to ICU settings with different training cultures, resource environments, or nursing workforce compo- sitions. Participants were recruited through purposive and convenience sampling, introducing the possibility of volunteer bias, nurses with stronger views about training gaps may have been more willing to participate. All data are based on self-report, and recall of earlier learning experiences may be subject to retrospective reconstruc- tion. The absence of observational data means that the actual practice behaviours underlying nurses’ accounts could not be directly verified. Implications for nursing education and practice These findings carry substantive implications for nurs- ing education, ICU management, and health policy. At the institutional level, ICU nursing leads and hospital educators should urgently develop standardised CRRT competency frameworks that include simulation-based induction, written procedural protocols, and periodic competency reassessment. The “CRRT resource nurse” model proposed by participants represents a practi- cal and cost-effective structural intervention that could formalise the informal educator roles that senior nurses already occupy. At the policy level, the Saudi Commis- sion for Health Specialties and nursing regulatory bodies should consider developing nationally endorsed CRRT nursing competency standards, aligned with Vision 2030 professional development objectives, to reduce regional variation in training quality. At the educational level, nursing faculties offering critical care specialisation programmes should incorporate CRRT-specific simula- tion modules into postgraduate curricula, ensuring that future ICU nurses enter practice with greater preparatory competence than the current generation describes having received.

    “We learn while doing”: informal training experiences of critical care nurses managing dialysis technologies in intensive care units · 2026 · DOI

  • Building on these limitations, future research may focus on the following aspects: (1) contextual comparisons: examining how varying policy constraints, leadership styles, and stakeholder incentives such as career pressures influence role renegotia- tion and epistemic fluency development; (2) cross-model and cross-national studies: comparing epistemic processes across collaborative models (e.

    Exploring epistemic fluency and professional learning in multi-stakeholder collaboration · 2026 · DOI

  • Several limitations warrant consideration. First, the cross- sectional design precludes causal inference about the pro- posed mediation pathways and constrains interpretation of temporal precedence; longitudinal designs are needed to clarify the directional dynamics among motivation, per- ceived team efficacy, and competency development. Second, the present sample’s Cronbach’s alphas for the IPEC subdo- mains (α ≥ 0.97) and the inter-subdomain correlations (r = 0.89–0.97) exceed thresholds at which Tavakol and Dennick [40] recommend interpretive caution. Similarly, the AMK- AMA intercorrelation (r = 0.87) indicates substantial shared variance between the two motivation subtypes, and the dif- ferential mediation pattern observed across subtypes should therefore be read as suggestive rather than as evidence of fully separable mechanisms. While we used the IPEC tool in its validated form, these values likely reflect a mixture of construct homogeneity, item overlap within the published scale, and common-method variance from single-occasion self-report. Findings across the four IPEC subdomains should be read as closely related aspects of a broader competency construct rather than fully independent outcomes. Third, per- ceived team efficacy was operationalised at the individual rather than the collective level; results should be interpreted as individual perceptions of team functioning rather than as a measured collective efficacy belief. Team-level aggregation was not feasible given the within-team sample sizes avail- able, and future multilevel designs are needed to test the con- struct as a shared team state. Fourth, the sample consisted of students from Hong Kong, which limits the generalisability of the findings across cultural and regional contexts. Future research should employ longitudinal designs and larger samples to strengthen causal inference and generalis- ability. Examining abbreviated versions of the IPEC tool, or scoring approaches that combine the four subdomains, would clarify whether the high inter-construct correlations observed here are a feature of this sample or of the instru- ment itself. Investigating additional mediators and modera- tors, such as self-efficacy, prior IPE experience (e.g., Wong et al., [41]) or institutional support, would also provide a more nuanced understanding of competency development. Comparative studies across diverse educational settings will be important for validating these patterns and informing culturally responsive IPE design. 1 3Medical Science Educator Conclusion This study tested whether perceived team efficacy mediates the relationship between two subtypes of academic moti- vation and four interprofessional competency domains. Across all four domains, accomplishment motivation was associated with both team-mediated and individual path- ways; knowledge motivation was associated primarily with direct learning, with perceived team efficacy mediat- ing only the roles and responsibilities domain. The indirect effects through perceived team efficacy were modest in size (b ≈ 0.06–0.07), as were the direct associations between perceived team efficacy and IPEC (b = 0.15–0.20). The two motivation subtypes were also highly correlated in this sam- ple (r = 0.87), and the differential mediation pattern should therefore be read as one of degree rather than kind. Within these constraints, the findings suggest that IPE curricula may benefit from structuring team tasks to leverage the team-oriented expression of accomplishment motiva- tion, while providing individual learning opportunities such as independent reading, observation, and structured reflec- tion that engage knowledge-motivated students. Deliberate attention to building perceived team efficacy across both pathways remains warranted, given its consistent direct associations with competency development across all four IPEC domains.

    Do Students’ Motivation Influence Interprofessional Competencies? The Mediating Role of Team Efficacy · 2026 · DOI

  • Future research should examine sustained effects and comparative effectiveness when iVR is implemented in routine curricular IPE settings beyond controlled study conditions.

    Interprofessional Training in Virtual Reality for Health Care: Experimental Study on Procedural Knowledge and Willingness to Collaborate. · 2026 · DOI

  • (Q25-Q30): prior in multidisciplinary practice; belief education/training that multidisciplinary practice is needed; training recommended training topics (open-ended); enablers to future to recommend initiatives; and satisfaction with the current status of multidisciplinary practice. (multi-select); willingness collaboration Branching/skip logic: Q13 routed respondents who reported no II” collaboration (Q23-Q24), whereas collaborators proceeded to Q14-Q22.

    Interprofessional collaboration in the care of children with multiple disabilities: a cross-sectional survey of rehabilitation clinicians · 2026 · DOI

  • Although addressing health inequities has gar- nered significant attention, the literature suggests that training in this area is still in its early stages of development, and much remains to be done (3, 88).

    Transformative interprofessional education and campus community partnerships to prepare the health professions workforce for advancing health equity · 2026 · DOI

  • The findings from our effort to create transformative interprofes- sional education to prepare future health professionals are promising, but our work also has certain limitations. 1. The course may have limited generalizability as it is imple- mented in a single setting. Other educational settings can adapt our work according to their situational needs.

    Transformative interprofessional education and campus community partnerships to prepare the health professions workforce for advancing health equity · 2026 · DOI

  • Patient and public involvement (PPI) in health professional education (HPE) varies widely across institutions, reflecting different stages of implementation and integration.

    Embedding Patient and Public Involvement in Health Professions Education: Bridging Novelty and Normalisation · 2025 · DOI

  • Background: Several generic tools to assess interprofessional education (IPE) are available, but a tool specifically designed to measure the impact of IPE experiences on the development of pharmacy competencies is lacking.

    Design and evaluation of a tool to assess the impact of interprofessional education on the development of pharmacy professional competencies · 2024 · DOI

  • Substantial work has been carried out to evaluate the experiences of students and primary care tutors involved in the Dundee LIC, but the experiences of the patients LIC students cared for had not been evaluated.

    Disrupting the consultation: students empowering patients in a longitudinal clerkship · 2021 · DOI

  • Problem: Think-pair-share (TPS) is a teaching strategy that promotes active and collaborative learning; however, the effectiveness and applicability of this strategy in its original or altered form remain to be established, especially in health professions education.

    Perceived Effectiveness and Applicability of Think-Pair-Share Including Storytelling (TPS-S) to Enhance Clinical Learning · 2020 · DOI

  • Specifically, we must know: (1) What evidence is currently available regarding IHTs in the military?; and (2) What gaps in the evidence need to be addressed for IPE to be customized to meet the needs of military healthcare delivery? Method: A scoping review of the literature was conducted to identify the breadth of knowledge currently available regarding military interprofessional healthcare teams (MIHTs).

    Interprofessional Healthcare Teams in the Military: A Scoping Literature Review · 2018 · DOI

  • World Health Organization and other top rated education agencies have necessitated the role of IPE but with insufficient evidence from dif- ferent fields of medical practice.

    Appraisal of Inter-Professional Education (IPE) in the World and its Importance in Delivery of Health Care · 2017 · DOI

  • Academic institutions are responding by offering interprofessional education (IPE); however, there is as yet no consensus regarding optimal strategies for the assessment of interprofessional learning (IPL).

    International consensus statement on the assessment of interprofessional learning outcomes · 2016 · DOI

  • DISCUSSION: Confidence should be studied further in relation to commitment as a predictor of behavioral change associated with participation in an IPE symposium.

    Commitment to Change and Assessment of Confidence: Tools to Inform the Design and Evaluation of Interprofessional Education · 2014 · DOI

  • Although there are examples of CIPE programs that are being successfully implemented, a clearly articulated, step-by-step planning process to help guide educators in providing effective CIPE programs is lacking.

    Integrating Interprofessional Education into Continuing Education: A Planning Process for Continuing Interprofessional Education Programs · 2013 · DOI

  • This discussion paper has been developed by the Australian General Practice Network (AGPN) to raise awareness of and promote thought on four questions relating to multidisciplinary team-working that AGPN considers important but that, as yet, have not been fully addressed.

    General Practice Based Multidisciplinary Care Teams in Australia: Still some unanswered questions. A discussion paper from the Australian General Practice Network · 2007 · DOI

  • Building on the arguments that Putnam and Stohl have set forth, we argue that further study of “bona fide”; groups will usefully include: 1) attention to group process in context; 2) connectivity using network analytic constructs; 3) membership pools as sources of group membership; and 4) the institutional environments of groups as a critical component of “context.

    Theoretical extension and operationalization of the bona fide group construct with an application to surgical teams · 1997 · DOI

  • Objective Structured Clinical Examinations (OSCEs) are commonly used to assess clinical skills, though their ability to capture competencies developed in real-world clinical settings remains uncertain.

    Evaluating the Impact of Participating in KNIGHTS (Keeping Neighbors In Good Health Through Service) Clinic on Clinical Performance and Skills Development · 2026 · DOI

  • The four themes, immersive floor-based learning, collegial knowl- edge transfer, affective adaptation, and systemic training gaps, together offer a coherent and clinically significant account of an underexplored phenomenon.

    “We learn while doing”: informal training experiences of critical care nurses managing dialysis technologies in intensive care units · 2026 · DOI

  • Although research of hybrid professionalism spans over three decades, an integrated understanding of how and why individual professionals respond to working in hybrid roles is lacking.

    Individual responses to hybrid professionalism: a systematic literature review and proposal for future research · 2026 · DOI

  • The claim that team-based primary care without relational transformation will continue to reproduce fragmented and hierarchical models requires longitudinal validation through empirical research.

    Team-based primary care without collaboration: a call for academic partnerships in relational transformation · 2026 · DOI

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131 open questions have been extracted from the limitations and future-work passages of 2,406 Interprofessional Education and Collaboration papers in our library. Each one below links back to the study that raised it, so you can read the original claim in context.

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