Interprofessional Education Between Undergraduate Medical and Midwifery Students: A Mixed-Methods Systematic Review
Nermin Abulibda, Shukrat O. Salisu-Olatunji, Clare L. Gillies, Lisa Jesson, Kerri Eilertsen-Feeney, Jonathan Corne, Jayne E. Marshall, Keith Nockels, Elizabeth Susan Anderson, Jeremy HowickBackground
Collaboration between doctors and midwives is critical for safe healthcare, and interprofessional education (IPE) can help ensure this. Despite emphasis on IPE, evidence on interventions specifically targeting medical and midwifery students has not been systematically synthesized. This review examined the effectiveness of IPE interventions between these professional groups and explored their educational experiences.
Methods
MEDLINE, Scopus, CINAHL, Maternity and Infant Care, and PsycINFO were searched for studies (2015-2025) involving interventions targeting interprofessional communication between undergraduate medical and midwifery students. Quantitative, qualitative, and mixed-methods studies were included. Two reviewers independently screened, extracted, and appraised studies using the Mixed Methods Appraisal Tool (2018). Quantitative results were narratively synthesized and qualitative data underwent thematic analysis.
Results
Sixteen studies (1,399 participants; eight countries) met inclusion criteria: five quantitative, six qualitative, and five mixed-methods studies. Interventions included simulation (most common), problem- and case-based learning, community placements, and anatomy sessions, lasting 3 hours to 3 years, delivered in-person, online, or hybrid. Quantitative findings demonstrated improvements across all six IPE domains (teamwork, roles/responsibilities, communication, learning/reflection, patient-centeredness, ethics/attitudes) with small to moderate effect sizes (standardized mean differences: 0.04-0.50). Validated instruments showed gains in collaborative attitudes, role understanding, and interprofessional skills. Qualitative synthesis revealed two main themes: facilitators of effective IPE, including enhanced collaborative learning, identity negotiation, experiential learning, and communication development, and implementation barriers such as hierarchies, scheduling, role confusion, and online delivery challenges.
Discussion
This first systematic review of IPE interventions between medical and midwifery students demonstrates that structured simulation-based IPE improves collaborative competencies. Effectiveness depends on addressing professional hierarchies, and careful curriculum integration. Early IPE implementation can foster collaboration, and reduce communication-related harm in maternal care.
Systematic review registration
PROSPERO CRD420251070277.