Interprofessional education involving respiratory therapists: A narrative review of implementation models, educational outcomes, and research gaps.

Respiratory therapists (RTs) are essential members of multidisciplinary respiratory and critical care teams, yet their contributions to interprofessional education (IPE) and collaborative practice remain less well characterized than those of many other health professions. This narrative review aimed to synthesize current evidence regarding RT-inclusive IPE, educational outcomes, implementation models, and remaining research gaps. # Methods This review followed Ferrari's narrative review framework. Literature searches were conducted in PubMed, ERIC, ProQuest, and supplementary sources from database inception through September 2025. Studies were eligible if they involved RTs or respiratory therapy students and addressed interprofessional education, interprofessional learning, collaborative practice, or team-based healthcare delivery. # Results Seventeen records published between 2013 and 2025 met the inclusion criteria. Most studies originated from North America and were conducted in educational settings. Simulation-based learning was the predominant IPE strategy. RT-inclusive IPE was associated with improvements in teamwork, interprofessional communication, role clarification, collaborative competence, mechanical ventilation knowledge, and clinical preparedness. Clinical reports also described valuable RT contributions in neonatal care, primary care teams, and intensive care recovery clinics. However, RT perspectives remained underrepresented in curriculum development, research priority-setting, and outcome evaluation. Common implementation barriers included scheduling constraints, curricular overload, logistical challenges, and limited faculty resources. # Conclusion Current evidence suggests that RT-inclusive IPE strengthens collaborative competencies and supports team-based respiratory care. Future research should incorporate standardized outcome measures, longitudinal evaluation, RT-specific indicators, and greater involvement of RT educators and clinicians in the design, implementation, and assessment of interprofessional education initiatives.