La educación interprofesional en el desarrollo de la identidad profesional en terapia ocupacional: una revisión de alcance

Abstract

Objective: To analyze the historical development, nature, and volume of scientific literature on Interprofessional Education Research in occupational therapy, as well as the types of interventions carried out. Method: A scoping review was used with a four-stage methodological framework to capture evidence describing how Interprofessional Education Research and professional identity has been conceptualized and integrated into occupational therapy. The databases included were MEDLINE, EMBASE, PubMed, Pubmed Central, ERIC, PsychInfo, Cinahl, Ciberindex, Dialnet, Scopus, Web of Science, Cochrane, and Scielo. As inclusion criteria, articles had to describe concepts related to occupational therapy and other disciplines, professional identity, and interprofessional education in students and/or professionals. From the final list, the following variables were analyzed: demographic information, study objective/purpose, methodological details, types of interventions carried out, and main results/findings. Results: 18 articles met the criteria and 16 were considered for qualitative synthesis. University research predominated (92.3%). 75% of the research sample focuses on students. and other disciplines, professional identity, and interprofessional education in students and/or professionals. From the final list, the following variables were analyzed: demographic information, study objective/purpose, methodological details, types of interventions carried out, and main results/findings. Results: 18 articles met the criteria and 16 were considered for qualitative synthesis. University research predominated (92.3%). 75% of the research sample focuses on students. Mixed research represents 50% of the study. The most numerous interventions in Interprofessional Education Research are in-class practices (62.5%) versus field practices (37.5%). Conclusion: This study shows the strength of practices linked to interprofessional education and their link to developing professional identity. Interprofessional collaboration training compared to traditional clinical education increases professional identity through perceived self-efficacy of students.