DOI: https://doi.org/10.14710/nmjn.v0i0.24719

Interprofessional Education (IPE) in Developing Countries: Challenges and Lesson Learnt from its Implementation in the United Kingdom: A Systematic Review

*Endah Sulistyowati orcid  -  Midwifery Program, University of Muhammadiyah Semarang, Indonesia
Louise Walker  -  Faculty of Medicine and Health Sciences, University of Nottingham, United Kingdom
Open Access Copyright (c) 2019 Nurse Media Journal of Nursing

Citation Format:
Abstract

Background: Evidence of effectiveness of the Interprofessional Education (IPE) in improving collaboration practice, patient and family satisfaction, and patient outcomes had been widely published. Most of developed countries, including United Kingdom, have implemented IPE in their healthcare curriculum, whereas some developing countries are starting the IPE initiative program.

Purpose: This study aims to examine the challenges in implementing IPE.

Methods: Primary studies to be included in this systematic review were searched from

electronic databases such as MEDLINE (OVID) 1996, CINAHL, and ERIC (EBSCO). Hand searching through journal of inter-professional care was also conducted. The included studies were critically appraised using JBI QARI appraisal tool. The findings of the included studies were extracted using JBI finding extraction form and appraised based on the JBI level of credibility. The analysis of the study was presented in narrative form.

Results: This review produced five qualitative studies using focus groups and interview methods. A total of 5 out of 88 papers met the inclusion criteria included in this systematic review. Three synthesis findings of the challenges in implementing IPE and possible solutions were identified in the literature: inter-professional relationship, IPE curriculum, and administration and resources.

Conclusions: The evidence of implementing IPE in developing countries is limited. However, the challenges in implementing IPE in developing countries remain similar with those faced by developed countries. This can be guidance for developing countries to plan, initiate and implement IPE. Future studies about implementation of IPE in developing countries are highly recommended.

Fulltext View|Download
Keywords: Inter-professional education; challenges; developing countries
Funding: LPDP; University of Nottingham

Article Metrics:

Article Info
Section: Articles
Language : EN
Recent articles
Increasing Knowledge, Attitudes, Skills, and Glucose Control in Type-2 Diabetic Patients through EMAS Interventions The Quality of Life of Women with Cervical Cancer in Indonesia: A Cross-Sectional Study The Degree of Diabetic Wounds Affects Kidney Function Damage Editorial Front Matter Editorial Back Matter More recent articles
  1. Anderson. E and Lennox. A. (2009). The Leicester model of interprofessional education: developing, delivering and learning from student voices for 10 years. Journal of Interprofessional Care, 23(6): 557–573
  2. Altin, S.V., Tebest, R., Kautz-Freimuth, S., Redaelli, M., Stock, S. (2014). Barriers in the implementation of interprofessional education programs—A qualitative study from Germany. BMC Medical Education, 14, 227
  3. Barnsteiner J., Joanne F., Disch, Hall L., Mayer D., Moore S.M. (2007). Promoting interprofessional education. Nurse Outlook.55:144-150. Doi: 10.1016/j.outlook.2007.03.003
  4. Barr H. (2016). Responding as interprofessional educations to the WHO challenge. Journal of Taibah University Medical Sciences. 11(6):505-9
  5. Bridges, D.R., Davidson,R.A., Odegard, R.S, Maki, I.V., Tomkowiak, J. (2011). Interprofessional collaboration: three best practice models of interprofessional education. Medical Education On-line, 16:6035. http://dx.doi.org/10.3402/meo.v16i0.6035
  6. Canadian Interprofessional Health Collaborative (CIHC). (2010). A national interprofessional competency framework. Retrieved from http://www.cihc.ca (accessed 28 August 2017)
  7. Coaster L., (2008) Challenges and opportunities for partnership in health development: A working paper. Geneva: WHO
  8. Coffield F, Moseley D, Hall E, Ecclestone K. (2004). Should we be using learning styles? What research has to say to practice. London: Learning and Skills Research Centre, LSDA
  9. Croker, A.; Fisher, K.; Smith, T. (2015). When students from different professions are co-located: The importance of interprofessional rapport for learning to work together. Journal of Interprofessional Care, 29, 41–48
  10. D’amour, D., & Oandasan, I. (2005). Interprofessionality as the field of interprofessional practice and interprofessional education: An emerging concept, Journal of Interprofessional Care, 19 (Suppl 1), 8-20
  11. D'Andrea, VGD (2007). Improving Teaching and Learning, McGraw-Hill Education, Berkshire. Available from: ProQuest Ebook Central. [30 May 2017]
  12. Dobbs-Oates J. and Morris C.W. (2016). The case for interprofessional education in teacher education and beyond. Journal of Education for Teaching. 42(1):50–65. http://dx.doi.org/10.1080/02607476.2015.1131363
  13. El-Awaisi, A. (2017). East meets Weast: Working together in interprofessional education and practice. Editorial / Journal of Interprofessional Education & Practice 7: 72-74
  14. Fook,J.,D'Avray, L., Norrie, C., Psoinos, M.,Lamb, B.,and Ross, F. (2013). Taking the long view: Exploring the development of interprofessional education. Journal of Interprofessional Care, 27: 286-291
  15. Forte, A., and Fowler, P. (2009). Participation in interprofessional education: An evaluation of student and staff experiences. Journal of Interprofessional Care, 23(1): 58–66
  16. Freeth, D. (2001). Sustaining interprofessional collaboration. Journal of Interprofessional Care, 15, 37-46. doi: 10.1080/13561820020022864
  17. Frenk, J., L. Chen, Z. A. Bhutta, J. Cohen, N. Crisp, T. Evans, H. (2010). Health professionals for a new century: Transforming education to strengthen health systems in an interdependent world. Lancet 376(9756):1923–1958
  18. Goldberg L.R. (2015). The importance of interprofessional education for students in communication sciences and disorders. Communication Disorders Quarterly, Vol. 36(2) 121–125
  19. Hammick M., Freeth D., Koppel I., Reeves S. & Barr H. (2007). A best evidence systematic review of interprofessional education: BEME Guide no. 9. Medical Teacher. 29(8):735-751, DOI: 10.1080/01421590701682576
  20. Hosny, S., Kamel, M.H., El-Wazir, Y., and Gilbert, J.(2013). Integrating interprofessional education in community-based learning activities: Case study, Medical Teacher, 35(1), S68-S73, DOI: 10.3109/0142159X.2013.765550
  21. Institute of Medicine. (1972). Educating for the heath team. Washington, DC: National Academy of Sciences
  23. Institute of Medicine, (2015). Measuring the impact of interprofessional education (IPE) on collaborative practice and patient outcomes. Washington DC: National Academies Press
  24. Lapkin S., Levett-Jones T., and Gilligan C. (2013). A systematic review of the effectiveness of interprofessional education in health professional programs. Nurse Education Today. 33:90-102. DOI: 10.1016/j.nedt.2011.11.006
  25. Morison, S., Boohan, M., Jenkins, J., & Moutray, M. (2003). Facilitating undergraduate interprofessional learning in health care: Comparing classroom and clinical learning for nursing and medical students. Learning in Health and Social Care, 2(2), 92–104
  26. Oandasan, I.,and Reeves, S. (2005). Key elements of interprofessional education. Part 2: Factors, processes and outcomes. Journal of Interprofessional Care, i9(1), 39-48
  27. Reeves, S.; Goldman, J.; Oandasan, I.(2007). Key factors in planning and implementing interprofessional education in health care settings. Journal of Allied Health. 36: 233–235
  28. Reeves S., Zwarenstein M., Goldman J., Barr H., Freeth D., Koppel I., and Hammick M. (2010). The effectiveness of interprofessional education: Key findings from a new systematic review. Journal of Interprofessional Care, 24(3): 230–241. DOI: 10.3109/13561820903163405
  29. Reeves S, Perrier L, Goldman J, Freeth D, Zwarenstein M. (2013). Interprofessional education: effects on professional practice and healthcare outcomes (update). Cochrane Database Systematic Review. 3: CD002213
  30. Rotz, M.E. and Duenas, G.G. (2016). “Collaborative-ready” students: Exploring factors that influence collaboration during a longitudinal interprofessional education practice experience. Journal of Interprofessional Care.30:238–241
  31. Steinert, Y. Janny W., Rocky S.,and Leins R. (2005) Learning together to teach together: Interprofessional education and faculty development, Journal of Interprofessional Care, 19 (Suppl 1), 60-75
  32. Thurston, M.M., Chesson, M.M., Harris, E.C.,and Ryan G.J. (2017). Professional Stereotypes of Interprofessional Education Naive Pharmacy and Nursing Students. American Journal of Pharmacy Education; 81(5): 84. doi: 10.5688/ajpe81584
  33. VanKuiken D.M., Schaefer J.K, Hall M.F. (2016). Integrating interprofessional education into the curriculum: Challenges and solutions for a university without a medical center. Journal of Interprofessional Education and Practice. 2:5-11
  34. Wilby, K.J.; Al-Abdi, T.; Hassan, A.; Brown, M.A.; Paravattil, B.; Khalifa, S.I. (2015). Attitudes of pharmacy and nutrition students towards team-based care after first exposure to interprofessional education in Qatar. Journal of Interprofessional Care, 29, 82–84
  36. World Health Organization (WHO). (2010). Framework for action on interprofessional education & collaborative practice. Geneva: World Health Organization

Last update:

No citation recorded.

Last update:

No citation recorded.