Interprofessionalism in the Clinical Clerkship of the Medical Profession

A. Adila Permata Abdullah; Ida Royani; Windy Nurul Aisyah

Authors

A. Adila Permata Abdullah Faculty of Medicine, Universitas Muslim Indonesia, Makassar, Indonesia
Ida Royani Faculty of Medicine, Universitas Muslim Indonesia, Makassar, Indonesia
Windy Nurul Aisyah Faculty of Medicine, Universitas Muslim Indonesia, Makassar, Indonesia

Keywords:

Clinical Clerkship, Interprofessional Collaboration, Medical Education, Interprofessionalism

Abstract

Interprofessional Education (IPE) has become an essential component of healthcare education, aiming to prepare future health professionals for collaborative practice and improved patient care. Clinical clerkship provides a unique environment in which medical students can develop interprofessional competencies through direct interaction with healthcare teams. However, evidence regarding the effectiveness, learning mechanisms, and implementation challenges of IPE during clinical clerkships remains scattered across the literature. This review aimed to synthesize current evidence on interprofessional education in clinical clerkships, focusing on learning mechanisms, competency development, implementation barriers and facilitators, and educational outcomes. A literature review was conducted using PubMed, Google Scholar, and ScienceDirect databases. Articles published between 2016 and 2026 were searched using keywords related to interprofessional education, interprofessional learning, medical education, and clinical clerkship. Eligible studies included original research, qualitative studies, mixed-methods studies, systematic reviews, and scoping reviews involving clinical clerkship students. Data were analyzed descriptively and comparatively to identify recurring themes and patterns across studies. Ten key studies were included in the review. The findings indicate that interprofessional learning during clinical clerkships occurs through three developmental phases: entering unfamiliar territory, sensemaking, and meaningful participation. Teamwork and communication emerged as the most consistently developed competencies, whereas understanding roles and responsibilities remained a persistent challenge. Facilitators of successful IPE implementation included institutional support, faculty commitment, and structured learning activities, while barriers included professional stereotypes, limited resources, and logistical constraints. Although most studies reported positive educational outcomes, evidence was predominantly concentrated at lower Kirkpatrick levels, with limited evidence demonstrating organizational or patient-level benefits. IPE in clinical clerkships contributes positively to the development of collaborative competencies among medical students. However, further longitudinal research employing objective assessments and patient-centered outcome measures is required to establish its long-term impact on healthcare practice and patient outcomes.

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