Interprofessional competences are important requisites for interprofessional collaborative practice to ensure effective and comprehensive patient care and service delivery. The collaborative nature of interprofessional problem-based learning (iPBL) makes it an ideal method to develop the required non-discipline specific competences. The focus of this systematic review was to synthesise the currently published evidence to support iPBL as a method that develops interprofessional competences as identified by the Interprofessional Education Collaborative (IPEC, 2016) framework.
Seven online databases were searched, guided by the preferred reporting items for systematic reviews and meta-analyses (PRISMA) statement. Terms relating to: ‘undergraduate health professional students’; ‘interprofessional’ and ‘problem-based learning’ were used. All study types were included. Thirty-two studies were identified for inclusion following independent double review and results were aggregated and analysed to provide a narrative summary.
Most iPBL (n=26), was conducted in university rather than clinical settings. Two studies were based in clinical practice settings and 4 studies combined university and practice settings for their iPBL initiatives. Evidence, when broadly considered from both quantitative and qualitative methodologies identified, supports iPBL in promoting competences in ‘Ethics/Values’ (7 studies); ‘Roles/Responsibilities (27 studies); ‘Interprofessional Communication’ (19 studies) and ‘Teams/Teamwork’ (21 studies). Qualitative research dominated the literature. Limited, high level quantitative data observed the largest effects on students’ attitudes and perceptions of interprofessional competences. Reporting of iPBL context and implementation mechanisms (e.g., theoretical grounding, trigger design and facilitator training) were largely absent in identified studies.

Does interprofessional Problem-Based Learning (iPBL) develop Interprofessional Education Collaborative (IPEC) core competences?

[Conference proceedings](https://vbn.aau.dk/en/publications/transforming-pbl-through-hybrid-learning-models-timely-challenges)