Educación interprofesional: efectos en la práctica profesional y en los resultados de la atención sanitaria
Appendices
Appendix 1. MEDLINE search strategy
MEDLINE search strategy
1 (interprofession$ or inter‐profession$).tw.
2 (interdisciplin$ or inter‐disciplin$).tw.
3 (interoccupation$ or inter‐occupation$).tw.
4 (interinstitut$ or inter‐institut$).tw.
5 (interagen$ or inter‐agen$).tw.
6 (intersector$ or inter‐sector$).tw.
7 (interdepartment$ or inter‐department$).tw.
8 (interorgani?ation$ or inter‐organi?ation$).tw.
9 interprofessional relations/
10 team$.tw.
11 (multiprofession$ or multi‐profession$).tw.
12 (multidisciplin$ or multi‐disciplin$).tw.
13 (multiinstitution$ or multi‐institution$).tw.
14 (multioccupation$ or multi‐occupation$).tw.
15 (multiagenc$ or multi‐agenc$).tw.
16 (multisector$ or multi‐sector$).tw.
17 (multiorgani?ation$ or multi‐organi?ation$).tw.
18 exp professional‐patient relations/
19 (transprofession$ or trans‐profession$).tw.
20 (transdisciplin$ or trans‐disciplin$).tw
21 or/1‐20
22 (education$ or train$ or learn$ or teach$ or course$).tw.
23 exp education, continuing/
24 exp education, graduate/
25 or/22‐24
26 21 and 25
27 program evaluation/
28 "health care outcome?".tw.
29 (education$ adj outcome?).tw.
30 or/27‐29
31 26 and 30
Appendix 2. CINAHL search strategy
CINAHL search strategy
(TX interprofession*) or (TX inter‐profession*) or (TX interdisciplin*) or (TX inter‐disciplin*) or (TX interoccupation*) or (TX inter‐occupation*) or (TX interinstitut*) or (TX inter‐institut*) or (TX interagen*) or (TX inter‐agen*) or (TX intersector*) or (TX inter‐sector*) or (TX interdepartment*) or (TX inter‐department*) or (TX interorgani?ation*) or (TX inter‐organi?ation*) or (MH interprofessional relations) or (TX team*) or (TX multiprofession*) or (TX multi‐profession*) or (TX multidisciplin*) or (TX multi‐disciplin*) or (TX multiinstitution*) or (TX multi‐institution*) or (TX multioccupation*) or (TX multi‐occupation*) or (TX multiagenc*) or (TX multi‐agenc*) or (TX multisector*) or (TX multi‐sector*) or (TX multiorgani?ation*) or (TX multi‐organi?ation*) or (MH "Professional‐Patient Relations+") or (TX transprofession*) or (TX trans‐profession*) or (TX transdisciplin*) or (TX trans‐disciplin*) AND (TX education*) or (TX train*) or (TX learn*) or (TX teach*) or (TX course*) or (MH "education, continuing+") or (MH "education, graduate+") AND (MH "student performance appraisal+") or (MH "course evaluation") or (MH "program evaluation") or (MH "evaluation research+") or (MH "health care outcome*") or (education* N1 outcome*)
Flow diagram.
(*Total refers to sum of 1999 review and updates in 2008 and 2012).
Risk of bias summary: review authors' judgements about each risk of bias item for each included study.
| Interprofessional education to improve professional practices | |||
| Patient or population: professionals or patients involved in interprofessional education intervention Settings: primarily USA and the UK Intervention: use of interprofessional education to improve collaboration and patient care Comparison: separate, profession‐specific education interventions; or no education intervention | |||
| Outcomes | Impacts | No of studies | Quality of the evidence |
| Patient outcomes | The care provided by use of interprofessional education may lead to improved outcomes for patients | 6 | ⊕⊕⊖⊖ Low |
| Adherence rates | The use of interprofessional education may lead to changes in the use of guidelines or standards (e.g. adherence to clinical guidelines) among different professions | 3 | ⊕⊕⊖⊖ Low |
| Patient satisfaction | Patients may be more satisfied with care provided by professionals who have participated in an interprofessional education intervention | 2 | ⊕⊕⊖⊖ Low |
| Clinical process outcomes | Changes in clinical processes (e.g. shared decisions on surgical incisions) may be linked to the use of interprofessional education | 1 | ⊕⊕⊖⊖ Low |
| Collaborative behaviour | We are unable to assess adequately the extent to which different professions behave collaboratively in the delivery of care to patients | 3 | ⊕⊖⊖⊖ Very low |
| Error rates | We are unable to assess adequately the reduction of error due to improved interprofessional education | 1 | ⊕⊖⊖⊖ Very low |
| Practitioner competencies | We are unable to assess adequately the competencies (e.g. skills, knowledge) of professionals to work together in the delivery of care | 1 | ⊕⊖⊖⊖ Very low |
| *GRADE Working Group grades of evidence | |||
