Developing an evidence base for interdisciplinary learning: a systematic review

Aim of the study. The overall aim of the study was to explore the feasibili ty of introducing interdisciplinary education within undergraduate health p rofessional programmes. This paper reports on the first stage of the study in which a systematic review was conducted to summarize the evidence for in terdisciplinary education of undergraduate health professional students. Methods. Systematic reviews integrate valid information providing a basis f or rational decision making about health care which should be based on empi rical and not anecdotal evidence. The accepted principles for systematic re views were adapted in order to allow integration of the literature to produ ce recommendations for educational practice and guidelines for future resea rch. Findings. The literature on interdisciplinary education was found to be div erse, including relatively small amounts of research data and much larger a mounts of evaluation literature. Methodological rating schemes were used to test for confounding influences in the research studies. The number of stu dies found was 141 but only 30 (21%) were included in the analysis because of lack of methodological rigour in the research and poorly developed outco me measures. Conclusions. Student health professionals were found to benefit from interd isciplinary education with outcome effects primarily relating to changes in knowledge, skills, attitudes and beliefs. Effects upon professional practi ce were not discernible and educational and psychological theories were rar ely used to guide the development of the educational interventions.