Interprofessional education initiatives to teach advocacy in health professions programs

A narrative review

Bibliographic Data

ID22422567
AuthorsJessica Lees (0000-0003-0026-9432), Flynn Halliwell (0009-0007-0856-8636), Melissa Russell (0000-0002-3422-3726), Louisa Ng (0000-0003-3135-244X), Jayne Lysk, Fiona Dobson (0000-0003-2226-2928), Fiona L Dobson (0000-0002-8325-2785)
Year2026
Publication date2026-01-22
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueAdvances in Health Sciences Education (JOURNAL)
Journal identifiersISSN: 1382-4996 • E-ISSN: 1573-1677
PublisherSpringer Science and Business Media LLC (PUBLISHER)
DOI10.1007/s10459-026-10502-6
LanguageEN
Citations received1
References cited45

Interprofessional education (IPE) offers a valuable platform for advocacy education in health professions programs, reflecting the collaborative principles central to advocacy practice. This narrative review aimed to interpret and synthesise how advocacy is conceptualised, delivered, and experienced in IPE initiatives within health professions education (HPE). A narrative review approach was used to synthesise empirical literature to provide a comprehensive understanding of teaching advocacy in interprofessional HPE contexts. Five databases were searched using terms related to IPE and advocacy. Titles and abstracts were screened on predetermined criteria, and a consensus process was used to include studies following full text review. Thematic analysis was used to explore how the initiatives were structured, delivered, and experienced by learners. The search identified 941 studies, with nine meeting the inclusion criteria. While diverse in content, delivery mode, and duration, all initiatives incorporated a scaffolded pedagogical design. Teaching typically progressed from foundational knowledge-building to applied advocacy activities and reflection. Community involvement was a key feature in most initiatives. Students generally perceived the programs as relevant and impactful, reporting gains in advocacy knowledge and skills, as well as increased motivation to engage in advocacy in the future. A scaffolded interprofessional education curriculum that includes engagement with community is a valuable approach to teach health professions students about advocacy. Further research is needed to explore longer-term outcomes and the influence of interprofessional processes on advocacy learning.

Tools

Open DOI