Abstract：
Interprofessional education (IPE) in medical radiation education is designed to enhance both student and longer-term patient outcomes. This scoping review aims to provide an overview of the available evidence and examine the effectiveness of IPE strategies used to enhance the development of medical radiation science (MRS) students.
Medline, CINAHL, Cochrane Library and Emcare were searched for articles which employed an experimental study design to quantitatively assess the effectiveness of IPE for MRS students. Two reviewers screened and extracted relevant data independently. Critical appraisal was conducted using the JBI critical appraisal tool.
Eighteen studies were included in this review. Diverse approaches to IPE were discovered, particularly in terms of the method of delivery, setting and duration of interventions. MRS students interact with many professions, particularly medical doctors and nurses. All studies which employed a control arm demonstrated statistically positive findings favoring IPE intervention(s). In pre-post studies, most IPE interventions reported significant positive differences after IPE was implemented. This entailed an enhanced perceived knowledge and understanding of other professions, and ability to undertake their role in the team.
IPE was shown to be effective in enhancing students\' perceptions and attitudes and to a limited extent, improve knowledge acquisition. Future research should assess long-term effects and patient-related outcomes.
IPE in a variety of formats demonstrates positive results for MRS students; however, interventions which are longer-term, conducted in small groups, and performed earlier in the educational pathway, may demonstrate greater effectiveness.
Medline, CINAHL, Cochrane Library and Emcare were searched for articles which employed an experimental study design to quantitatively assess the effectiveness of IPE for MRS students. Two reviewers screened and extracted relevant data independently. Critical appraisal was conducted using the JBI critical appraisal tool.
Eighteen studies were included in this review. Diverse approaches to IPE were discovered, particularly in terms of the method of delivery, setting and duration of interventions. MRS students interact with many professions, particularly medical doctors and nurses. All studies which employed a control arm demonstrated statistically positive findings favoring IPE intervention(s). In pre-post studies, most IPE interventions reported significant positive differences after IPE was implemented. This entailed an enhanced perceived knowledge and understanding of other professions, and ability to undertake their role in the team.
IPE was shown to be effective in enhancing students\' perceptions and attitudes and to a limited extent, improve knowledge acquisition. Future research should assess long-term effects and patient-related outcomes.
IPE in a variety of formats demonstrates positive results for MRS students; however, interventions which are longer-term, conducted in small groups, and performed earlier in the educational pathway, may demonstrate greater effectiveness.
摘要：
背景：医学放射教育中的跨专业教育（IPE）旨在提高学生和长期患者的预后。本范围审查旨在提供现有证据的概述，并检查用于增强医学放射科学（MRS）学生发展的IPE策略的有效性。
方法：Medline，CINAHL,搜索了CochraneLibrary和Emcare的文章，这些文章采用了实验研究设计来定量评估IPE对MRS学生的有效性。两名评审员独立筛选并提取相关数据。关键评估是使用JBI关键评估工具进行的。
结果：本综述包括18项研究。发现了不同的IPE方法，特别是在交付方法方面，干预措施的设置和持续时间。MRS学生与许多职业互动，尤其是医生和护士。所有采用对照臂的研究都显示出有利于IPE干预的统计学阳性结果。在事后研究中，大多数IPE干预措施在IPE实施后报告了显著的正差异.这需要增强对其他职业的感知知识和理解，以及承担团队角色的能力。
结论：IPE被证明在提高学生的观念和态度方面是有效的，并且在有限的程度上，提高知识获取。未来的研究应该评估长期影响和患者相关的结果。
结论：各种形式的IPE对MRS学生显示出积极的结果；但是，长期的干预措施，以小组形式进行，并在教育途径的早期进行，可能表现出更大的效力。
方法：Medline，
结果：本综述包括18项研究。
结论：IPE被证明在提高学生的观念和态度方面是有效的，并且在有限的程度上，
结论：各种形式的IPE对MRS学生显示出积极的结果；但是，
