Effects and implementation modalities of interprofessional education for occupational therapists, physical therapists, and speech-language pathologists: a scoping review (Preprint)

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Abstract
BACKGROUND Patient safety remains a global priority, with preventable adverse events—often caused by communication failures among healthcare professionals—posing serious risks. Interprofessional education (IPE) is a promising strategy to improve collaboration and communication, thereby enhancing care quality and patient outcomes. While IPE has been widely studied in student populations, limited evidence exists regarding its implementation and effectiveness for licensed rehabilitation professionals such as physical therapists (PTs), occupational therapists (OTs), and speech-language pathologists (SLPs). OBJECTIVE This scoping review aimed to comprehensively map the implementation, content, and effects of interprofessional education (IPE) targeting groups including licensed physical therapists (PTs), occupational therapists (OTs), and speech-language pathologists (SLPs). METHODS This scoping review was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for scoping review guidelines. Searches were performed using PubMed, Web of Science, CINAHL, MEDLINE, and ERIC databases, targeting studies published up to March 2024. The study population consisted of licensed PTs, OTs, and SLPs. Regarding concept, we targeted studies in which IPE was provided to groups with at least one licensed PT, OT, or SLP. Regarding context, we included studies reporting the effects of IPE in clinical settings. Controlled vocabulary (e.g., MeSH) for terms such as IPE, PT, OT, and SLP was used to develop the search strategy. Eight reviewers extracted data and identified eligible studies. RESULTS Of the 3,389 records identified, eight were included. Mapping revealed that IPE implementation primarily involved lectures, discussions, and team-based practices. The content covered theories and concepts, treatment, and workplace problem-solving. Regarding effects, the results demonstrated that IPE improved role understanding, collaboration skills, knowledge, and confidence in the long term. However, simulation training did not improve interprofessional attitudes or network expansion. CONCLUSIONS IPE targeting licensed PTs, OTs, and SLPs was structured in a way that combined multiple implementation methods to enable comprehensive learning, with the content adjusted to meet participant needs. Future studies should consider systematic reviews and meta-analyses to identify recommended combinations of IPE implementation and content. CLINICALTRIAL Not applicable.

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