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May 20, 2026Open Access

Determinants of Health Professions Students’ Engagement with Interprofessional Education: A Theory-Informed Systematic Review Using the Theoretical Domains Framework

Key Points

The aim is to identify factors influencing health professions students' engagement with interprofessional education (IPE) using the Theoretical Domains Framework (TDF).
Conducted a systematic review of 30 studies published between January 2010 and October 2024, with data updates until January 2026.
Two independent reviewers screened studies, extracted data, and assessed methodological quality using the Crowe Critical Appraisal Tool.
Employed deductive content analysis to synthesize enablers and barriers mapped to 12 of 14 TDF domains.
Identified Social/Professional Role and Identity as the primary enabler for student engagement, emphasizing role clarification and understanding responsibilities.
Social Influences emerged as the most common barrier, impacted by hierarchy and professional group dominance.
Mapped barriers and enablers across nine domains, suggesting the importance of addressing cognitive, affective, and contextual factors to enhance IPE.

Abstract

, and ERIC) for articles published between January 2010 and October 2024, with updates conducted to January 2026. Two reviewers independently screened studies, extracted data, and assessed methodological quality using the Crowe Critical Appraisal Tool. We synthesized reported enablers and barriers influencing student engagement using deductive content analysis and mapped them to TDF domains. We included 30 studies. We identified determinants of student engagement with IPE across 12 of the 14 TDF domains. The most commonly identified enabler was Social/Professional Role and Identity, particularly through role clarification, understanding of professional responsibilities, and recognition of complementary contributions within teams. Other frequently represented enablers included Environmental Context and Resources (e.g., structured clinical exposure, immersive placements, simulation, and repeated opportunities for interaction), Social Influences (e.g., facilitator support, peer relatedness, mentoring, and encouragement), Knowledge, Skills, Beliefs about Consequences, and Beliefs about Capabilities. We mapped barriers to nine TDF domains, with Social Influences emerging as the most common barrier, particularly through hierarchy, dominance of some professional groups, isolation, and lack of authority to speak up. Other common barriers included Environmental Context and Resources (e.g., limited time, scheduling conflicts, short placement duration, and workload pressures), Emotions (e.g., anxiety, defensiveness, and embarrassment), Knowledge (e.g., unclear expectations and limited understanding of other professional roles), and Beliefs about Capabilities (e.g., low self-confidence in contributing to interprofessional discussions). Student engagement with IPE is shaped by modifiable cognitive, affective, and contextual determinants. Mapping these influences through the TDF clarifies the behavioral mechanisms underpinning engagement and identifies theory-informed targets for the design and delivery of IPE interventions.

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