Barriers to preceptorship in Interprofessional Education: an integrative review

Abstract Preceptorship in interprofessional education (IPE) occurs when the preceptor facilitates the learning of students from different programs about care from an interprofessional and collaborative perspective. The aim was to identify the barriers related to preceptorship in IPE. This integrative review searched for empirical articles in a comprehensive systematic search in eight databases. The data was extracted using a validated instrument and the analysis identified barriers at the micro, meso, and macro levels of the educational and professional systems. In the 17 studies, 10 barriers were identified at the micro level, such as lack of training, resistance to interprofessional work, and personal and professional availability for IPE and PIC; 13 barriers at the meso level, which include reconciling the demands of the service with preceptorship, few opportunities for interprofessional work and work overload; and five barriers at the macro level, involving lack of remuneration, the disease-centered care model and the predominance of uniprofessional education. The barriers reflect the complexity of interprofessional preceptorship, which is fundamental for training students for interprofessional education and integrating IPE into the workplace.