Interprofessional Education Activity Among Undergraduate Nursing and Pharmacy Students in the Middle East

Wilbur, Kerry; Hasnani-Samnani, Zohra; Kelly, Isabelle

doi:10.1097/nne.0000000000000135

Cited by 22 publications

(12 citation statements)

References 2 publications

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“…Recent efforts highlight successes in incorporating IPE into both clinical and educational practice, but significant improvement is still needed. [58][59][60][61][62] Some challenges are a lack of standardized educational outcomes related to IPE, limited or nonexistent simulation laboratories, and informal standardized participant programs. 60 Develop and implement quality continuous professional development (CPD) programs as part of licensure renewal.…”

Section: Recommendationsmentioning

confidence: 99%

A Call to Action to Transform Pharmacy Education and Practice in the Arab World

Al-Ghananeem

Malcom

Shammas³

et al. 2018

American Journal of Pharmaceutical Education

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Globally, pharmacy education is evolving to reflect a more patient-centered, interprofessional approach to clinical practice. In the 22 countries of the Arab world, advancements in regulatory support for pharmacy practice and changes to the health care system have been slower than in Europe, Asia, and the Americas. Significant cultural, logistical, and legal barriers exist in many countries, and a consensus approach to accreditation, educational outcomes, and curricula design is lacking. This commentary briefly examines the current state of both pharmacy education and practice in the Arab world, and it highlights recent reports of curricular reform and innovation. Additionally, it provides potential strategies for improving the quality of education and for expanding pharmacy practice to ensure graduates and practitioners have adequate experiential opportunities and institutional support.

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Section: Recommendationsmentioning

confidence: 99%

A Call to Action to Transform Pharmacy Education and Practice in the Arab World

Al-Ghananeem

Malcom

Shammas³

et al. 2018

American Journal of Pharmaceutical Education

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“…Rodger and Hoffman reported the results of a WHO survey of health care academics where a very small percentage (4%) of faculty from the Middle East reported any IPE activity (Rodger & J. Hoffman, 2010). Additionally, there are few health professions' schools in the Middle East with reported IPE experiences (Wilbur, Hasnani-Samnani, & Kelly, 2015;Wilby et al, 2015). There could be a number of reasons for these findings, firstly, there may be no consensus on an IPE definition or no data regarding students' attitudes and views of IPE (El-Zubeir, Rizk, & Al-Khalil, 2006).…”

Section: Introductionmentioning

confidence: 99%

Interprofessional education in the Arabic-speaking Middle East: Perspectives of pharmacy academics

El-Awaisi

Hajj

Joseph

et al. 2016

Journal of Interprofessional Care

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“…During the 3-day conference, there were six different workshops, 37 oral presentations and 40 posters displayed. IPE-related research output by QU CPH faculty members was also mentioned as another strength of our IPE [10, 13, 16–18]. In addition, availability of mentors for new faculty members was also perceived favourably.…”

Section: Discussionmentioning

confidence: 99%

A Middle Eastern journey of integrating Interprofessional Education into the healthcare curriculum: a SWOC analysis

et al. 2017

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BackgroundInterprofessional education (IPE) is an emerging concept in the Middle East with a number of health professional degree programs continually striving to meet international accreditation requirements to enhance the quality of education and ensure high standards are maintained. Using the College of Pharmacy at Qatar University (CPH QU) as a model, this article describes the IPE initiatives coordinated through the College’s IPE Committee, with representation from fourteen programs at four Healthcare institutions: Qatar University; Weill Cornell Medical College in Qatar; the University of Calgary in Qatar; and the College of North Atlantic in Qatar. These activities are based on the model proposed by the University of British Columbia across the different pharmacy professional years. Learning objectives for these initiatives were selected from the IPE shared competency domains and competency statements developed for Qatar context.MethodA meeting with six faculty members, who have been instrumental to designing and executing the IPE activities in the previous 2 years, was convened. Faculty members reflected on IPE activities and collaborations with other participating programs. A structured SWOC (Strengths, Weaknesses, Opportunities, Challenges) framework was used to guide discussion. The discussion was recorded and notes were taken during the meeting. Raised points were categorized into each SWOC category for the final analysis.ResultsImplementation of IPE program is a major undertaking with a number of challenges that require invested time to overcome. This article highlights the importance of incorporating IPE into healthcare curricula to graduate students ready for collaborative practice in the workforce. Learning objectives for IPE initiatives need to be based on shared competency domains. When developing and implementing an IPE program it is necessary to align activities under a strong theoretical framework. This should be done under the leadership of an IPE steering group or committee to oversee the integration of IPE into the healthcare curriculum.ConclusionThe article presents many lessons learned through IPE implementation that are relevant to other academic institutions keen to incorporate IPE into their programs and also provides a successful model for integrating IPE into healthcare curricula.

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Interprofessional Education Activity Among Undergraduate Nursing and Pharmacy Students in the Middle East

Cited by 22 publications

References 2 publications

A Call to Action to Transform Pharmacy Education and Practice in the Arab World

A Call to Action to Transform Pharmacy Education and Practice in the Arab World

Interprofessional education in the Arabic-speaking Middle East: Perspectives of pharmacy academics

A Middle Eastern journey of integrating Interprofessional Education into the healthcare curriculum: a SWOC analysis

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