Integrating interprofessional education in community-based learning activities: Case study

Abstract

Faculty of Medicine/Suez Canal University (FOM/SCU) students are exposed to clinical practice in primary care settings within the community, in which they encounter patients and begin to work within interprofessional health teams. However, there is no planned curricular interaction with learners from other professions at the learning sites. As in other schools, FOM/SCU faces major challenges with the coordination of community-based education (CBE) program, which include the complexity of the design required for Interprofessional Education (IPE) as well as the attitudinal barriers between professions. The aim of the present review is to: (i) describe how far CBE activities match the requirements of IPE, (ii) explore opinions of graduates about the effectiveness of IPE activities, and (iii) present recommendations for improvement. Graduates find the overall outcome of their IPE satisfactory and believe that it produces physicians who are familiar with the roles of other professions and can work in synergy for the sake of better patient care. However, either a specific IPE complete module needs to be developed or more IPE specific objectives need to be added to current modules. Moreover, coordination with stakeholders from other health profession education institutes needs to be maximized to achieve more effective IPE.

Interprofessional Education for Whom? — Challenges and Lessons Learned from Its Implementation in Developed Countries and Their Application to Developing Countries: A Systematic Review

“…Only two studies reported findings from developing countries, which were Egypt [25] and Namibia [26]. Two studies reported findings from more than one country [27], [28].…”

“…Eight studies [41]–[48] were conducted in the UK; nine studies [13], [49]–[56] were conducted in Canada; two in New Zealand [28], [57] and Norway [58], [59]. Among the selected studies, Australia had one study [28] and so did Singapore [60], Finland [61], Hungary [62], Egypt [25], and Namibia [26]. IPE was conducted in medical universities including teaching hospitals in 30 studies and in other health and academic institutions in eight studies.…”

Pró-Saúde e PET-Saúde como espaços de educação interprofissional

“…Os relatos têm mostrado que o direcionamento dado às ações adotadas pelas IES investem em competências colaborativas, incentivam o rompimento de relações hierárquicas, a reflexão sobre a relevância do trabalho em equipe, competências relevantes no contexto da colaboração e das relações interpessoais, corroborando com experiências trazidas pela literatura 45 . Muitas instituições no mundo têm desprendido esforços no sentido de descreverem as competências centrais da educação interprofissional, que são pensadas, na maioria das vezes, em cenários da prática clínica 46,47 .…”

Is our medical school socially accountable? The case of Faculty of Medicine, Suez Canal University

“…Students begin to encounter patients and are assigned to work with multidisciplinary health teams from their first day in medical school (Hosny et al 2013). …”