Extensive changes in the health field have compelled many organizations of health sciences education to seek for the most effective educational approaches. Meanwhile, interprofessional education as a novel and efficient approach has recieved attention internationally. We conducted this study for introducing interprofessional education with a focus on its backgrounds and formation in health sciences. This integrative review study was performed during years 2012-2013 using an integrated search in PubMed, CINHAL, Ovid, and Science Direct databases. Moreover, google search engine was also used for searching in various information sources such as validated journals and conference proceedings and reports of educational organizations and assemblies, using main key words such as interprofessional education and interprofessional learning, limiting the results from 1995 to 2013 and mainly in English. We obtained more than 2000 titles including original articles, reports, web pages, letters to editor, and books. Having titles and abstracts assessed, 120 documents that were more appropriate and directly related to the study question were selected and analyzed through qualitative content analysis. Then the text contents were retrieved and final results were categorized and managed by MAXQDA software. Two themes were obtained indicating the formation of interprofessional education in the health system. The challenges theme containing 4 categories: dynamic changes in all aspects of human society, poor quality of care services, staffing crisis, and failures of uniproffessional education. The second theme named constructive strategies containing 4 categories: improvement of interprofessional interactions, promotion of interprofessional collaborations, patient centered team care, and changing in professional socialization process of health sciences students. Interprofessional education with focus on interprofessional interactions and promotion in professional socialization process of health sciences students provides necessary competency and ability for developing interprofessional collaborations and comprehensive patient-centered team care among graduates for addressing challenges in health systems.

The philosophy of interprofessional education is that students of different health professions learn to be better prepared for collaboration and teamwork. In 2010, the World Health Organization (WHO) published a practical framework for interprofessional education. Interprofessional education enhances communication skills in health professions, improving patient outcomes through collaboration and teamwork. A comprehensive theoretical framework is needed to guide organizations in reaching their goals and improving interprofessional education. Few studies have directly addressed specific theoretical frameworks for interprofessional education. Most studies are based on adult learning theory, psychological theories of group behavior, teamwork approaches, and learning organization. The comprehensive conceptual map presented about interprofessional education in this article can improve effective communication, participation, and teamwork in the healthcare field and ultimately improve students' clinical learning and the quality of patient care.

Historically, most interprofessional simulations with standardized patients have occurred via face-to-face encounters; however, the COVID-19 pandemic necessitated rapid pivoting to (re)create meaningful, online experiences for individuals separated due to social distancing. This study integrated e-learning strategies into a simulation scenario where interprofessional learners worked collaboratively online to care for a standardized patient presenting with subacute stroke symptoms. E-learning strategies emphasized “real world” applicability (e.g., telehealth), encouraged asynchronous self-directed learning, required learners to incorporate previous educational knowledge, built communities of learning, necessitated completion of team-based deliverables, and included “elements of surprise” to evoke emotions. A total of 376 students participated in the online simulation, from medicine, nursing, occupational therapy, physical therapy, physician assistant, and social work programs. Matched pre- and post-session responses to a validated instrument assessing interprofessional values and interactions were available for 319 students (85%). Statistically significant advancements in self-reported skills were apparent in students’ pre- to post-session responses for both the interprofessional interactions and values domains of the Interprofessional Education Collaborative (IPEC) self-assessment tool (P<0.001). Incorporating e-learning strategies into a complex simulation conducted online via Zoom was effective in helping students achieve desired interprofessional competencies.

One of the most important developments of health sciences education in recent decades shift from uniprofessional education to interprofessional education approach in the world wide, in terms of meeting needs to promote the quality and safety of treats and cares.This study aimed to introduce the most prominent applied models of inter-professional education in health sciences in the world.
This review study has been done in 2015 using review strategy from York university with search in Pub med, CINAHL, Ovid, Science direct data bases as well as Google search engine, also validated related journals and educational organizations, in English language between 2000 to 2015 with main key words such as “interprofessional education” and “applied models. After evaluation of articles based on qualitative criteria, final papers were selected. Of 3137 primary articles retrieved, eventually 15 articles were qualified. Results were analyzed based on theorizing approach of Melies2011 in three categories including: "scientific basis and conceptual framework", "administrative framework and educational interventions" and " evaluating educational outcomes" of interprofessional education models.
Seven valid models of interprofessional education were identified including: models of British Colombia and Dalhousie universities from Canada, Florida, Rosalind Franklin and Washington universities from America also Linkoping University from Sweden and Leicester University from England. The purpose of interprofessional education in these models are gradual promotion from unimprofessional identity to interprofessional identity in health sciences students. The conceptual framework of all models were based on valid personal and social psychology also educational theories. Administrative framework were based on development of cooperation and interaction between professionals based on providing health services and community – based learning. Outcomes were assessed in three area including students, faculty members and patients with qualitative and quantitative instruments.
Applied interprofessional education models with focus on creating vast interprofessional interactions according to health needs of communities, not only provide appropriate situation for promoting of professional socialization process of health sciences students to achieve professional identity alongside interprofessional identity, but also necessary competency and ability for providing comprehensive patient –centered team care in graduates of health systems .

Interprofessional education is a new approach to empower health sciences learners to provide comprehensive collaborative team care for promotion health consequences of the clients. This study was done aimed to evaluate the readiness of Health Sciences postgraduate students for Interprofessional education and learning. This cross-sectional study was done on 500 postgraduate students of different majors in health sciences using simple and achievable sampling in 2012-13. Data gathered using Readiness for Inter Professional Learning Scale (RIPLS) with the reliability 0.83. Data analyzed by SPSS 18 and descriptive statistics (mean and percent) and One-way ANOVA. The total mean of Health Sciences postgraduate student's readiness for Interprofessional education was above the average. There was no significant difference between professional groups in terms of readiness for Interprofessional education (p>0.05). But in the Nursing group the mean scores in all scale and subscales was more than other groups. Health Sciences postgraduate student's readiness for Interprofessional education is more than the average level.

Today, interprofessional collaboration and team care as well as interprofessional education are inevitable necessities for addressing healthcare needs of societies. Due to a contradiction between the need to provide team care at health centers and the lack of prioritization and implementation of team-based and interprofessional approaches to education in the health system, this study was conducted to explain the barriers to implementation of team care and interprofessional education in Iran from the viewpoints of educational managers of the health system. This qualitative content analysis study with a conventional approach was carried out from August 2013 to Jul 2014. The data were collected through semi–structured individual interviews with 16 educational managers and researchers in universities of medical sciences and medical education development centers who were selected by purposive sampling. All interviews were transcribed word by word and then analyzed using MAXQD software. Two categories and eight subcategories were identified explaining the barriers to implementation of team care and interprofessional education from educational managers’ viewpoints. The two main categories included cultural-attitudinal barriers and structural-functional barriers. The first category consisted of subcategories such as weakness of systemic thinking, individualistic culture, profession-orientedness, physicians’ predominance, and role models. The second category included subcategories of management structure, stunted growth of educational management, inadequate understanding and weak evidence. Existent barriers and their influence on each other have prevented the implementation of team care and interprofessional education by creating a vicious cycle. Since the cultural and attitudinal changes occur over a long period, it is necessary to move towards changing the culture and attitudes and implementing team care and interprofessional education through restructuring the educational management as well as implementation of interprofessional education pilot programs and developing research and evidence accordingly.

Interprofessional education (IPE) as one of educational methods has been emphasized in many literature. It is believed that it can increase Interprofessional collaborations and improve the quality of patient care. Given the importance of teamwork in improving patient care, the aim of this study was to investigate the role of interprofessional education in improving healthcare by review the articles. In this narrative review, For achieving its goals several articles with keywords interprofessional education, interprofessional learning and improving HealthCare, in Internet resources and databases and library resources And Iranian publications in the field of Medical Education were Selected and reviewed And the articles that are more relevant to the subject of study and its objectives, were used. Out of the 73 papers reviewed, 30 related and valid papers were examined. Most studies indicated the effect of interprofessional education on knowledge and attitudes among students. However in some studies, its impact on group work and performance improvement and health promotion has been reported. It can be said that interprofessional education can affect on the cooperative behavior, providing services within each professional and having more attention to the needs of receiving services and their caregivers, and can improves Perceived self-efficacy in students of medical sciences And consequently improves health care. Considering the importance of interprofessional learning to improve knowledge, attitudes and skills of health professions, this type of education can play an important role in improving the health and health care delivery.

Interprofessional teamwork is considered as the key to improve the quality of patient management in critical settings such as trauma emergency departments, but it is not fully conceptualized in these areas to guide practice. The aim of this article is to explore interprofessional teamwork and its improvement strategies in trauma emergency departments. Participants of this qualitative study consisted of 11 nurses and 6 supervisors recruited from the emergency departments of a newly established trauma center using purposive sampling. Data were generated using two focus group and six in-depth individual interviews, and analyzed using qualitative content analysis. Interprofessional teamwork attributes and improvement strategies were emerged in three main themes related to team, context, and goal. These were categorized as the effective presence of team members, role definition in team framework, managerial and physical context, effective patient management, and overcoming competing goals Interprofessional teamwork in trauma emergency departments is explained as interdependence of team, context, and goal; so, it may be improved by strengthening these themes. The findings also provide a basis to evaluate, teach, and do research on teamwork.

Today’s human health care needs are so complex and dealing with them requires interprofessional collaboration and teamwork, which must be learned by the appropriate educationalmethods. In this regard, the Crisis Management Interprofessional Education program (CMIPE) in the form of desktop maneuver with the presence of the military nurses and other professional groups involved in the crisis was designed and implemented in Military Nursing School in Tehran, Iran. The aim of this study was to explore the experiences of the military nurses of participating in an interprofessional education program in crisis management domain. This was an exploratory case study using conventional content analysis of the experiences of 28 military nurses participating in this program. The qualitative data were collected with three methods including observation in the field (note-taking and filming) and an open-ended questionnaire and two focus group discussions with military nurses. Qualitative analysis of the experiences of military nurses led to the emergence of four overarching themes which included professional mutual recognition, shared mental models, valuingjoint responsibility and collaboration, perceived self-worth as a member of an interprofessional team. The crisis management education based on an interprofessional approach created new experiences for military nurses by bringing together professional groups involved in a crisis in a constructive interaction, and with emphasis on learning from each other. This empowers them to provide teamwork and interprofessional collaboration in a critical situation, and therefore, enhancing their ability to cope with different crises.

An interprofessional community‑based education provides proper situations that learners can be prepared to play their professional responsibilities and team duties in the community. This study aims to assess the effect of interprofessional community‑based education on attitudes and performances of learners toward interprofessional collaboration and their readiness for interprofessional learning.

The study is a quasi‑experimental design. The learners in six different disciplines, including medicine, pharmacy, nursing, midwifery, public health, and nutrition (n=122) at Shahid Sadoughi University of Medical Sciences were participated in the present study. in the present study, interprofessional education intervention was conducted in two steps. First, the interprofessional learning situation brought learners the familiarity with the concepts of interprofessional collaboration, teamwork, and educational medical content, such as backache, fatty liver, diabetes, and HIV. Second, learners from different disciplines participated in interprofessional teams in community settings. These learners taught people about health‑related topics, such as backache, fatty liver, and HIV. Participants filled out the questionnaires before and after interventions. Data were analyzed by Student’s t‑test and one‑way ANOVA in SPSS 16.0 software (SPSS, Inc., Chicago, IL, USA).

The present results showed that the scores of learners in readiness for interprofessional learning 3.82 (0.35) versus 4.60 (0.29) (P = 0.001) (P = 0.0001), attitudes to interprofessional teamwork 3.83 (0.40) versus 4.18 (0.30) (P = 0.0001) (P = 0.0001), interprofessional collaboration 7.46 (0.70) versus 8.35 (0.43) (P = 0.001) improved significantly before and after the educational interventions.

The present results showed that interprofessional community‑based education has improved the readiness of the learners for interprofessional learning. Besides, attitude toward teamwork and interprofessional collaboration performance have also been improved from participants’ viewpoints.