Undergraduate healthcare students’ experiences of Interprofessional Education and Collaborative Practice in LMICs: A scoping review

Effective interprofessional collaboration improves healthcare delivery and client outcomes. Endorsed by the World Health Organization (WHO), it is crucial to investigate in low- and middle-income countries (LMICs). The exposure and experiences of undergraduate students in interprofessional education (IPE) can inform strategies to strengthen the curriculum. A scoping review was conducted to map evidence on undergraduate healthcare students’ perceptions and experiences of IPE and interprofessional learning in LMICs from 2010 to 2024. Articles were identified using the Joanna Briggs Institute methodology across multiple online databases. Data were extracted using a structured charting tool. Of the 44 included records, 40% originated from the WHO South-East Asia Region, with the remaining 60% distributed across other WHO regions. The modified Barr/Kirkpatrick model showed that undergraduate students predominantly reported lower-level outcomes (Levels 1 and 2a). Nursing and medicine were the most represented professions. Overall, engagement with IPE and collaborative practice in LMICs remained foundational, with limited exposure to activities sufficient to develop sustainable interprofessional competencies. The study found that undergraduate healthcare students in LMICs experience poorly defined, unstructured IPE and collaborative practice learning opportunities. Frameworks that address systemic challenges and promote capacity development are crucial for enhancing IPE and collaborative practice in resource-constrained contexts.