The review went further to emphasize that interprofessional education (IPE) provides medical students with extensive experiential learning opportunities (Reime et al., 2022; Berger-Estilita et al., 2020). Simulation-based learning was one of the approaches that was used comprehensively to expose the students to clinical cases. Studies conducted by Reime et al. (2022) and Berger-Estilita et al. (2020) note that apart from enhancing the confidence of students to manage patient cases, that simulation-based training strengthens their ability to perform in interprofessional teams. The study notes that students subjected to this type of simulation training demonstrated significantly more mastery of some skills in terms of listening to colleagues, responding to colleagues, and assessing and treating patients in emergent situations. High-fidelity technology simulations gave students the opportunity to develop interprofessional collaborative practice approaches in a simulated environment prior to exposing students to working in real clinical placements thereby facilitating the increasing importance of teamwork to care for patients. Nonetheless, the effectiveness of simulation-based learning was reported to depend on the quality of facilitation and support in institutions, indicating that further studies may need to be done to increase its use in IPE programs (Ernawati & Utami, 2020).

Another experience reported for medical students was clinical placements (Rivera et al., 2019; González Blum et al., 2022). Interprofessional ward rounds and face-to-face patient care interactions provided students with valuable and rare opportunities to learn about other healthcare professionals’ roles and responsibilities. The studies concluded that students who experience collaborative clinical placements understood patient management more holistically and experienced team-based decision-making (Samuriwo et al. 2020). Clinical placement programs were also linked to an enhanced recognition of the value of non-physician professionals including nurses, pharmacists and physiotherapists in patient care, and exposed the way that IPE specifically could enrich interdisciplinary teamwork. However, due to a lesser integration of the disciplines in the healthcare setting, the interprofessional learning in clinical placements was extended. In some studies it was reported that in settings that did not practice interprofessional collaboration, students were not able to engage fully in team-based practices which reinforces structured integration of IPE in clinical settings (Jabbar et al., 2023).

Medical students experiences were also characterized based on workshops and peer-learning activities that were also substantial (González Blum et al., 2022; Berger-Estilita et al., 2020). The students were exposed to their roles on the healthcare team through case-based workshops and role-plays. These interactive learning methodologies utilized promoted the growth of critical analysis, teamwork and collaboration in problem-solving, and enhanced communication with other health care practitioners (Ahmady et al., 2020). By learning from one another it allowed for students with diverse specialties to coach each other and learn from the other’s lenses. In one study, active peers within peer-led IPE sessions wished for greater decision-making and agreement by consensus (Xing et al., 2024). However, heterogeneity of student level of experience and variability in participation of students within the peer learning activities were found, and additional studies must be performed to decide effective strategies with which to implement these pedagogical interventions (Thompson et al., 2020).

The review identified a list of obstacles in the efficient practice of IPE. Problems with logistics, such as clash timetables and resources within institutions not being accessible, were invariably reported throughout various studies (Ahmady et al., 2020; Jabbar et al., 2023). From the findings of the said studies, variations in timetabling by schools for lecturers in the health disciplines tightly limited the student possibilities for involvement in interprofessional learning activities. Poor integrated planning made it difficult for students to engage in working together, producing a limited cumulative impact of IPE (Samuriwo et al., 2020). Other structural impediments included having access to adequate physical and technological infrastructure for carrying out IPE activities, contributing to participative challenges. These findings implied the need for institutions to provide adequate attention to developing flexible models of timetabling, and investing in infrastructure that would facilitate interprofessional learning (Rivera et al., 2019).

Medical students’ training was also perceived to have hierarchical structures that prevented interprofessional education from succeeding (Reime et al., 2022; Kangas et al., 2021). The medical students perceived superiority over other health professionals and hence there was a power imbalance among interprofessional groups. Such belief caused decision-making to be dominated by medical students while other professionals struggled to join in such decision-making (Thompson et al., 2020). The traditional hierarchical model of medical education facilitated such dynamics and asymmetric involvement in cooperative learning activities (Berger-Estilita et al., 2020). This can be done only by changing the culture of health education from cooperation, respect, and interdependence (Ernawati & Utami, 2020).

Role confusion was a significant problem in the review (Thompson et al., 2020). In order for medical students to consider not only their own role within interprofessional teams, but also their own position within this, ideas were sometimes confused and participation became less frequent. This was particularly the case where the students had little or no exposure to interprofessional working prior to their IPE experience (Jabbar et al., 2023). When students were not definite about their roles, they were not self-assured in enabling team-based care, hence limiting chances for interprofessional learning (González Blum et al., 2022). The research emphasizes the significance of engaging formal role clarification activities in IPE programs so that students are definite about their roles and feel empowered to engage in collaborative patient care (Samuriwo et al., 2020).

Institutional and pedagogic features were viewed as necessary to enable IPE. Ernawati & Utami (2020) viewed professional development and training of the faculty as central enablers of the achievement of interprofessional learning. Research also recognized that faculty members specializing could enable successful implementation of interprofessional education. These specially trained faculty exhibited greater success in creating inclusive and interactive learning environments. Institutions that complied with the prescribed faculty training programs reported higher levels of engagement amongst learners, and improved incorporation of IPE content into medical curricula (Jabbar et al., 2023).

Systematic feedback mechanisms were equally paramount in enhancing students learning processes (Reima et al., 2022). Supportive and timely feedback provided students an opportunity to reflect inwardly on their interprofessional skills, to identify the gaps, and to relate learning back to clinical practice in a more realistic manner.

Simulation-based training was a major factor in helping students acquire interprofessional working behaviors in simulation environments prior to them moving to real clinical environments (Samuriwo et al., 2020). High-fidelity simulation helped students practice their verbal and non-verbal communication, leadership, and teamwork skills in an environment that did away with the stress of a clinical setting (Rivera et al., 2019). Xing et al. (2024) implemented peer-directed activities that have been effective in enabling sharing of knowledge and collective decision-making between students from different professional backgrounds. Learning from each other directly helped develop respect for the different professions in health and collaboration in providing patient care.

The review also identified institutional commitment as a major enabling factor for the sustainability of IPE programs. Institutions that integrated interprofessional learning into their curricula and allocated dedicated resources for implementation had higher student engagement and more sustainable programs (Berger-Estilita et al., 2020). IPE infrastructure commitments such as simulation labs, interprofessional training facilities, and collaborative learning areas enable continued student engagement. Samuriwo et al., (2020) and Rivera et al. (2019) pointed out that institutions promoting good IPE policies were assisting in creating more integrated and productive learning experiences, supplementing collaboration in professional healthcare settings.