Background Residents need to be trained across the boundaries of their own specialty to prepare them for collaborative practice. Intraprofessional learning (i.e. between individuals of different disciplines within the same profession) has received little attention in the postgraduate medical education literature, in contrast to the extensive literature on interprofessional learning between individuals of different professions. To address this gap, we performed a scoping review to investigate what and how residents learn from workplace-related intraprofessional activities, and what factors influence learning.

Methods The PRISMA guidelines were used to conduct a scoping review of empirical studies on intraprofessional workplace learning in postgraduate medical education published between 1 January 2000 to 16 April 2020 in Pubmed, Embase, PsycINFO, ERIC and Web of Science. Inclusion criteria: focus on intraprofessional learning (i.e. the learning that occurs when two or more disciplines of the same profession engage), involves primary and/or secondary care postgraduate medical trainees, workplace learning: incidental and informal, intentional non-formal, and/or formal, contains empirical evidence from qualitative, quantitative or mixed methods studies, published in a peer-reviewed journal. Exclusion criteria: does not meet inclusion criteria of focus on intraprofessional learning, primary and/or secondary care postgraduate medical trainees and workplace learning, grey literature, reviews, commentaries, book, papers only describing curricula (no empirical data), publication before 2000, written in another language than English, unable to retrieve abstract or full-text paper. 4330 records were screened, and finally 37 articles were included. The data was extracted using a data extraction chart. The collected data includes: article characteristics, study characteristics (study type, study design), participant characteristics (professions and specialties involved, sample size), characteristics of the intraprofessional workplace learning activity (type of workplace learning, description of the learning activity, learner role, supervision, duration and frequency), and learning outcomes.