Learning across specialty lines: A systematic review informing curriculum design for intraprofessional education

Methodological quality was assessed using Critical Appraisal Skills Programme checklists. Findings were synthesised narratively.</p> <p>Twenty-one studies across 33 specialties and 12 countries were included, comprising 9,628 participants among studies reporting sample sizes. Five approaches were identified: case-based learning, simulation based learning, clinical placement or work based models, consultation and advice models, and longitudinal integrated clerkships.

Eight outcome domains emerged: clinical knowledge, collaboration, communication, attitudes towards other specialties, professional development, teamwork, patient care delivery and engagement with collaborative practice. Positive outcomes were reported across all approaches. However, heterogeneity in study design, intervention format and outcome assessment prevented comparison of relative effectiveness or analysis by learner stage.

Few studies included long term follow up or examined how learning occurred.</p> <p>Structured IntraPE may support learning across specialty boundaries, although heterogeneity limits conclusions about comparative effectiveness. The proposed ILOs provide a starting point for curriculum design and evaluation. Stakeholder refinement and longitudinal evaluation are needed to assess their relevance across learner stages and whether educational outcomes translate into collaborative practice and improved patient care.</p>