Development and implementation of Interprofessional Education: Global perspectives

Abstract

Introduction: Several published theoretical guidelines and evaluations are available to guide the development and implementation of Interprofessional Education (IPE) programmes. However, it is expedient to learn from the practical experiences of experts involved in the development and implementation of IPE programmes to support the development and implementation of new programmes. This study explored the perspectives of international experts on the development and implementation of IPE programmes, including the challenges faced. Methodology: A qualitative exploratory descriptive design was used where fifteen international experts in the development and implementation of IPE were purposively sampled and interviewed. A semi-structured interview guide, using the key areas of IPE programme development and implementation was used. Data were analysed using thematic content analysis. Results: Four themes were identified and described: IPE structure in higher education institutions; faculty and student involvement; challenges and opportunities; and evaluation and quality improvements in IPE programmes. Conclusion: Interprofessional education programmes are gaining ground internationally. Each continent presents special contextual issues regarding the development and implementation of IPE programmes, nevertheless, the challenges and opportunities that confront the development of the programmes are commonly noted, although to different extents. Institutional culture, resource limitations, already packed curricula, and professional hierarchies and rivalry were challenges identified. Comprehensive stakeholder engagements are very important in overcoming challenges and sustaining IPE programmes. Despite the push for making IPE compulsory in undergraduate health professions’ education, with some accreditation bodies requiring IPE as a component of the curricula for accreditation, it is important to consider the context compulsory IPE.