Objective: This scoping review aimed to comprehensively map the implementation, content, and effects of interprofessional education (IPE) targeting licensed physical therapists (PTs), occupational therapists (OTs), and speech-language pathologists (SLPs).
Methods: This scoping review was conducted according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. Searches were performed using PubMed, Web of Science, the Cumulative Index to Nursing and Allied Health Literature (CINAHL), MEDLINE, and ERIC databases, targeting studies published before April 2024. The study population consisted of licensed PTs, OTs, and SLPs. This concept is defined as the IPE provided to groups with at least one licensed PT, OT, or SLP. This context 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 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 contents covered theories and concepts, treatment, and workplace problem solving. Its effects demonstrated that IPE significantly improved role understanding, collaboration skills, knowledge, and confidence over the long term. However, simulation training did not improve inter-professional attitudes or network expansion.
Conclusion: 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.