Abstract

Introduction: Interprofessional Education (IPE) has been widely studied due to its positive effects on the development of communication, teamwork, and clinical collaboration skills. Emotional Intelligence (EI) has also been the subject of research, highlighting its role as a protective factor that contributes to academic success. However, its role in interprofessional learning and in promoting the emotional education and sustainability of health sciences students remains an underexplored area, especially in relation to preparation for future professional and personal challenges. Methods: A systematic review of the literature was conducted following PRISMA guidelines. Studies published between 2005 and 2015 were included with the aim of mapping the available scientific evidence on interprofessional learning and its contribution to the emotional development of health sciences students. Results: Seventeen studies were identified that describe various strategies and methodological approaches applied to interprofessional learning, mainly in undergraduate training contexts. The emotional variables addressed include emotional intelligence, empathy, self-regulation, and resilience. Conclusions: The evidence reviewed suggests that interprofessional learning promotes the development of emotional competencies that strengthen clinical performance and effective collaboration within work teams, thus contributing to comprehensive training in the health sciences.