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Advancing healthcare systems with interprofessional education and collaboration

Guest Editors:
Salman Yousuf Guraya: University of Sharjah, United Arab Emirates
Sue Pullon: University of Otago, New Zealand
Kerry Wilbur: University of British Columbia, Canada

Submission Status: Closed   |   Submission Deadline: 30 November 2023

BMC Medical Education welcomed submissions to our Collection on Advancing healthcare systems with interprofessional education and collaboration. This Collection seeks to determine the missing links between the determinants and processes of collaboration at several levels, including links among learners, teachers and professionals, organisations, as well as among political, socio-economic and cultural systems.

Meet the Guest Editors

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Salman Yousuf Guraya: University of Sharjah, United Arab Emirates

Professor Salman Guraya is a medical educator, minimally invasive general and colorectal surgeon, editor, an academic professional, and director of surgical courses by RCS England. Currently, he is serving as Vice Dean of College of Medicine and Head of Surgical Unit at University of Sharjah. He has vast experience in developing the climate of interprofessional education and collaborative practice and in inculcating technology-enhanced strands in medical education.

Sue Pullon: University of Otago, New Zealand
Sue Pullon is Emeritus Professor at the Interprofessional Education Centre and Department of Primary Health Care, University of Otago, New Zealand. She has wide teaching and research experience in interprofessional education and collaborative practice, in primary care and youth health. She was a general practitioner for over 30 years and is a Distinguished Fellow of the Royal New Zealand College of General Practitioners.


Kerry Wilbur: University of British Columbia, Canada
Kerry Wilbur is Associate Professor and Executive Director of Entry-to-Practice Education at the Faculty of Pharmaceutical Sciences at the University of British Columbia. As a team-pharmacist, clinical supervisor, educator, and researcher, Dr. Wilbur has been committed to interprofessional practice collaboration for more than 20 years and is an advocate for interprofessional education in pharmacy training programs locally and internationally.

About the Collection

This Collection highlights the ever-increasing need to better integrate the complementary skills and practices of different health profession disciplines (e.g. dietetics, dentistry, midwifery, medicine, nursing, occupational therapy, oral health, paramedicine, pharmacy, physiotherapy, psychology, social work, speech language therapy, and more) for better patient care in better healthcare systems. This Collection welcomed contributions of novel and innovative research about interprofessional learning, education, practice, and collaboration in health and social care at all levels. Dissemination of such research on interprofessional practice permits the development of a better understanding of a phenomenon for the development of a cohesive and integrated health care practice among professionals in response to societal needs. The seamless application of the concept of ‘interprofessional’ carries great promise in the development of integrated knowledge and skills, rather than fragmented disciplinary knowledge and practice.

Despite a central role of interprofessional practice in the medical field, implementation of this concept has been challenging and has only made some ground with concerted effort and perseverance. Traditionally, there exists a gap between interprofessional education and interprofessional practice, which needs to be bridged using a common basis for analysis. This Collection seeks to determine the missing links between the determinants and processes of collaboration at several levels, including links among learners, teachers and professionals, organisations, as well as among political, socio-economic and cultural systems.

The ultimate goal of the Collection is to further strengthen and emphasise the pivotal role of interprofessional education for collaborative and patient-centred practice. 

Key themes:

- Mechanisms to facilitate interprofessional practice among healthcare professionals and across health workforces

- Mechanisms to facilitate interprofessional practice within and across healthcare organizations

- Changing attitudes towards collaborative practice

- The role of interprofessional education and collaboration in pre- and post-registration training and education across the health and social care professions

- Enhancing interprofessional education and practice in a patient-centred system

- Promoting healthcare systems with interprofessional practice

- Team working in interprofessional care 

The Collection welcomed the following types of articles for possible publication:

  • Research articles
  • Narrative reviews
  • Systematic reviews and meta-analyses
  • Scoping reviews
  • Commentaries
  • Study Protocols
  1. Comprehensive cancer care requires effective collaboration by interprofessional healthcare teams. The need to develop educational initiatives to improve interprofessional collaboration is increasingly recognis...

    Authors: Virpi Sulosaari, Nikolina Dodlek, Andreas Brandl, Johan De Munter, Jesper Grau Eriksen, Wendy McInally, Niall O’Higgins, Kim Benstead and Celia Díez de los Ríos de la Serna
    Citation: BMC Medical Education 2024 24:767
  2. The healthcare system is highly complex, and adverse events often result from a combination of human factors and system failures, especially in crisis situations. Crisis resource management skills are crucial ...

    Authors: Sana Saeed, Nagwa Nashat Hegazy, Marib Ghulam Rasool Malik, Qalab Abbas, Huba Atiq, Muhammad Maisam Ali, Aashir Aslam, Yasmin Hashwani and Farzana Bashir Ahmed
    Citation: BMC Medical Education 2024 24:649
  3. The burden of critical illness is a global issue. Healthcare systems often fail to provide essential emergency and critical care for deteriorating patients, and the optimal strategy for ensuring safe care is n...

    Authors: Ia Santesson, Carl Otto Schell and Petronella Bjurling-Sjöberg
    Citation: BMC Medical Education 2024 24:584
  4. Interprofessional education aiming at providing competencies require evaluation in order to ensure that outcomes match the needs and ambitions. Health professionals today need a broad range of skills and compe...

    Authors: Elin A. Karlsson, Susanne Kvarnström and Maria Kvarnström
    Citation: BMC Medical Education 2024 24:466
  5. Interprofessionalism is considered a key component in modern health profession education. Nevertheless, there remains ongoing debate about when and where to introduce interprofessional trainings in the curricu...

    Authors: Dana Bostedt, Ebrar Hümeyra Dogan, Sina Chole Benker, Maret Antje Rasmus, Emily Eisner, Nadine Lana Simon, Martina Schmitz, Markus Missler and Dogus Darici
    Citation: BMC Medical Education 2024 24:464
  6. Team-based care is critical to achieving health care value while maximizing patient outcomes. Few descriptions exist of graduate-level team training interventions and practice models. Experience from the multi...

    Authors: William G. Weppner, Mamta K. Singh, Joyce E. Wipf, Rebecca Shunk, LeChauncy Woodard and Rebecca Brienza
    Citation: BMC Medical Education 2024 24:457
  7. In the context of increasingly intricate healthcare systems, professionals are compelled to collaborate within dynamically changing interprofessional teams. Moreover, they must adapt these collaborative proces...

    Authors: Lisa-Maria van Klaveren, Vincent Geukers and Rien de Vos
    Citation: BMC Medical Education 2024 24:334
  8. Interprofessional collaboration is essential to maintain high-quality care in long-term care and geriatric rehabilitation. However, little is known regarding perceived factors influencing interprofessional col...

    Authors: Arno J. Doornebosch, Wilco P. Achterberg and Hanneke J. A. Smaling
    Citation: BMC Medical Education 2024 24:285
  9. The increasingly complex patient care in the twenty-first century is delivered by interprofessional health care teams. Interprofessional collaboration can be taught during interprofessional education. However,...

    Authors: Carolyn Joyce Teuwen, Rashmi A. Kusurkar, Hermien Schreurs, Hester E. M. Daelmans and Saskia M. Peerdeman
    Citation: BMC Medical Education 2024 24:269
  10. Healthcare services face significant challenges due to the aging population, increasing complexity of health issues, and a global shortage of health professionals. Health professions education needs to adapt a...

    Authors: Catrine Buck Jensen, Anita Iversen, Madeleine Abrandt Dahlgren and Bente Norbye
    Citation: BMC Medical Education 2024 24:255
  11. Incorporating interprofessional collaboration within healthcare is critical to delivery of patient-centered care. Interprofessional Education (IPE) programs are key to promoting such collaboration. The ‘Publi...

    Authors: Mélanie Gaillet, Patrice François, Guillaume Fond, Rebecca Shankland, Maria de Fatima Novais, Julien Provost, Marie Herr, Laurent Boyer and Bastien Boussat
    Citation: BMC Medical Education 2024 24:220
  12. Since 2011, five educational and healthcare institutions have implemented a short interprofessional education (IPE) course to bring together undergraduates from five disciplines. To meet the logistical challen...

    Authors: M. Guinat, L. Staffoni, V. Santschi, A. Didier, D. Gachoud and C. Greppin-Bécherraz
    Citation: BMC Medical Education 2024 24:204
  13. In simulation-based education, debriefing is necessary to promote knowledge acquisition and skill application. Rapid Cycle Deliberate Practice (RCDP) and Traditional Reflective Debriefing (TRD) are based in le...

    Authors: Nora Colman, Susan M. Wiltrakis, Sherita Holmes, Ruth Hwu, Srikant Iyer, Nandranie Goodwin, Claire Mathai, Scott Gillespie and Kiran B. Hebbar
    Citation: BMC Medical Education 2024 24:122
  14. Community-based interprofessional education (CBIPE) has been proven effective in enhancing the interprofessional competencies of medical and health professional students. However, there is a lack of evaluation...

    Authors: Chawin Suwanchatchai, Kitsarawut Khuancharee, Suthee Rattanamongkolgul, Kittipong Kongsomboon, Manasvin Onwan, Anantapat Seeherunwong, Pacharapa Chewparnich, Piyanuch Yoadsomsuay, Pattakorn Buppan, Ormjai Taejarernwiriyakul, Sirikul Thummajitsakul, Pimonporn Chaovipoch, Sunisa Krainara, Pariyakorn Sanguankittiphan, Rattiporn Kosuwin, Pakarang Srimee…
    Citation: BMC Medical Education 2024 24:93
  15. Regardless of a proliferation of interest in reducing unsafe practices in healthcare, threats to patient safety (PS) remain high. Moreover, little attention has been paid towards the role of interprofessional ...

    Authors: Shaista Salman Guraya, Muhammad Umair Akhtar, Nabil Sulaiman, Leena R. David, Feras Jassim Jirjees, Manal Awad, Sausan AL Kawas, Mohamed Hassan Taha, Mohamed Haider, Jacqueline Maria Dias, Shada Aysha Kodumayil, Nihar Ranjan Dash, Amal Al-Qallaf, Ahmed Hasswan, Vida Abdolhamid Salmanpour and Salman Yousuf Guraya
    Citation: BMC Medical Education 2023 23:968
  16. Interprofessional education (IPE) is expected to help prepare undergraduate health profession students to collaborate with other healthcare professionals in realising quality of care. Studies stress the necess...

    Authors: Nguyen Thi Thanh Huyen, Nguyen Minh Tam, Johan Wens, Giannoula Tsakitzidis, Le Van Chi, Le Ho Thi Quynh Anh, Che Thi Len Len, Huynh Van Chuong, Nguyen Vu Quoc Huy and Martin Valcke
    Citation: BMC Medical Education 2023 23:798
  17. Healthcare students must learn to collaborate across professional boundaries so they can make use of each other’s knowledge and competencies in a way that benefits the patient. One aspect of interprofessional ...

    Authors: Tove Törnqvist, Annika Lindh Falk, Catrine Buck Jensen, Anita Iversen and Pia Tingström
    Citation: BMC Medical Education 2023 23:648
  18. Inappropriate ventilator settings, non-adherence to a lung-protective ventilation strategy, and inadequate patient monitoring during mechanical ventilation can potentially expose critically ill children to add...

    Authors: Pazun Mehrzai, Thormen Höfeler, Chinedu Ulrich Ebenebe, Parisa Moll-Khosrawi, Süha Demirakça, Eik Vettorazzi, Marlies Bergers, Mandy Lange, Sabine Dreger, Hanna Maruhn, Dominique Singer and Philipp Deindl
    Citation: BMC Medical Education 2023 23:610
  19. Interprofessional education (IPE) prepares healthcare students for collaboration in clinical practice, but the effectiveness of this teaching method depends on students’ readiness for and perceptions of IPE. E...

    Authors: Ana Oliveira, Danielle Brewer-Deluce, Noori Akhtar-Danesh and Sarah Wojkowski
    Citation: BMC Medical Education 2023 23:583
  20. A partnership model in interprofessional education (IPE) is important in promoting a sense of global citizenship while preparing students for cross-sector problem-solving. However, the literature remains scant...

    Authors: Fraide Ganotice Jr, Binbin Zheng, Pauline Yeung Ng, Siu Chung Leung, Elizabeth Ann Barrett, Hoi Yan Celia Chan, Chad W. N. Chan, Kit Wa Sherry Chan, Linda Chan, M. K. Karen Chan, Siu Ling Polly Chan, So Ching Sarah Chan, Esther W. Y. Chan, Julie Chen, Yuet Ying Jessica Cheuk, Yin Kei Doris Chong…
    Citation: BMC Medical Education 2023 23:457
  21. Peer-assisted learning (PAL) is exchanging knowledge between learners often from similar professional levels. Limited evidence exists on the effectiveness of PAL between different healthcare professions. The p...

    Authors: C. Allyson Jones, Johnson Ching-hong Li, Mark Hall, Renette Bertholet, Tarek Turk and Cheryl A. Sadowski
    Citation: BMC Medical Education 2023 23:301
  22. The global coronavirus disease 2019 pandemic put extreme pressure on healthcare systems worldwide, forcing a heavy workload on healthcare professionals. Frontline treatment and care for patients with coronavir...

    Authors: Malin Heiden, Camilla Bernild, Selina Kikkenborg Berg, Ilkay Dagyaran, Malene Missel, Signe Westh Christensen, Signe Stelling Risom and Ida Elisabeth Højskov
    Citation: BMC Medical Education 2023 23:299
  23. Rapid demographic, epidemiological, technological, cultural/behavioural, and educational transitions, as they become more complex, demand new integrated and complementary professional skills and abilities. Int...

    Authors: Jéssica Rodrigues da Silva Noll Gonçalves, Rodrigo Noll Gonçalves, Saulo Vinicius da Rosa, Juliana Schaia Rocha Orsi, Karoline Maria Santos de Paula, Samuel Jorge Moysés and Renata Iani Werneck
    Citation: BMC Medical Education 2023 23:236
  24. The growing demand for more efficient, timely, and safer health services, together with insufficient resources, put unprecedented pressure on health systems worldwide. This challenge has motivated the applicat...

    Authors: Luis Montesinos, David Ernesto Salinas-Navarro and Alejandro Santos-Diaz
    Citation: BMC Medical Education 2023 23:207
  25. Effective screening of alcohol use and prevention of alcohol use disorder (AUD) requires the continuous preparation of educated and confident providers across all health professions who will ideally work in cl...

    Authors: Scott Edwards, Tekeda F. Ferguson, Sonia Gasparini, Donald E. Mercante, Patricia E. Molina and Tina P. Gunaldo
    Citation: BMC Medical Education 2023 23:126
  26. Teamwork and communication are essential tools for doctors, nurses and other team members in the management of critically ill patients. Early interprofessional education during study, using acute care simulati...

    Authors: Pepijn Krielen, Malon Meeuwsen, Edward C. T. H. Tan, Jolanda H. Schieving, Annelies J. E. M. Ruijs and Nynke D. Scherpbier
    Citation: BMC Medical Education 2023 23:105
  27. Communication among interprofessional healthcare worker teams is critical to ensure a thriving and resilient workforce. We will evaluate the implementation and effectiveness of the Alda Healthcare Experience (...

    Authors: Heid Preis, Mallory Dobias, Katherine Cohen, Elizabeth Bojsza, Clare Whitney and Susmita Pati
    Citation: BMC Medical Education 2022 22:897
  28. Team cohesiveness and collective efficacy have been construed as important characteristics of a high-functioning team. However, the psychological mechanism through which they promote positive outcomes remains ...

    Authors: Fraide A. Ganotice Jr., Linda Chan, Xiaoai Shen, Angie Ho Yan Lam, Gloria Hoi Yan Wong, Rebecca Ka Wai Liu and George L. Tipoe
    Citation: BMC Medical Education 2022 22:820

Submission Guidelines

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This Collection welcomes submission of Research Articles. Before submitting your manuscript, please ensure you have read our submission guidelines. Articles for this Collection should be submitted via our submission system SNAPP. During the submission process you will be asked whether you are submitting to a Collection, please select "Advancing healthcare systems with interprofessional education and collaboration" from the dropdown menu.

Articles will undergo the journal’s standard peer-review process and are subject to all of the journal’s standard policies. Articles will be added to the Collection as they are published.

The Guest Editors have no competing interests with the submissions which they handle through the peer review process. The peer review of any submissions for which the Guest Editors have competing interests is handled by another Editorial Board Member who has no competing interests.