Navigating Interprofessional Education: A Qualitative Process Evaluation Examining Leadership Perspectives in Online IPE Curriculum Design and Implementation.
Aug 2026· Journal of Continuing Education in the Health Professions· 0 citations· 33 references
Medicine
TL;DR
These findings explore IPE implementation among a unique constellation of professions that are rarely included in IPE literature and can provide insight for starting, re-evaluating, and improving IPE education and practice.
Abstract
INTRODUCTION
Interprofessional education (IPE) remains an important component of curriculum training among health and allied health trainees. Additional research is needed regarding the challenges for facilitators in implementing such educational endeavors.
Method
Therefore, this qualitative study examined the perspectives of those leading the IPE process and facilitators in planning and implementing an online real-time (synchronous) university-based IPE curriculum.
Results
Respondents (n = 7) described the following nine themes that facilitated or challenged the planning and implementation of the IPE curriculum: (1) shared vision and commitment to implementing IPE, (2) emphasizing core competencies in interdisciplinary collaboration, (3) engagement and effort, (4) importance of buy-in, (5) maximizing experiential education, (6) balancing faculty involvement and expectations in IPE development, (7) balancing educational content for diverse experience levels, (8) challenges in staffing continuity for sustaining IPE initiatives, and (9) need for dedicated leadership and resources in IPE implementation.
Discussion
These findings explore IPE implementation among a unique constellation of professions that are rarely included in IPE literature and can provide insight for starting, re-evaluating, and improving IPE education and practice.
The emergent 4P Framework is presented, which identifies four core considerations for effective IPE integration: Priority, Professional value, Professional commitment, and Person-centredness.
Susanne Lindqvist, F. Vasset, Synnøve Hofseth Almås et al.· Journal of Interprofessional...· 0 citations
Interprofessional collaboration (IPC) and intraprofessional collaboration (IntraPC) are core competencies in interprofessional education (IPE), but resident physicians often encounter difficulties in practice. Understanding residents’ perceptions of IPE is essential for developing effective education. This scoping review aims to map and synthesize existing literature on residents’ perceptions of IPE. A systematic search was conducted on the PubMed and ScienceDirect databases. The selection process followed the PRISMA-ScR (Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews) framework. Data from eligible studies were extracted and analyzed thematically. Ten studies met the inclusion criteria from 337 identified articles. Thematic analysis revealed four interrelated main themes regarding residents' perceptions of IPE. These themes included “knowledge, skills, and attitudes,” as well as implications for medical education that highlight the urgent need for a formal, structured, and longitudinal IPE curriculum, utilizing methods such as simulation and discussion-based learning. Residents' perceptions of IPE are characterized by tension between cultural barriers and systematic drivers of collaboration. The gap between these barriers and drivers of collaboration underscores the need for residency programs to proactively integrate ongoing IPE training to prepare residents for collaborative challenges in clinical practice.
D. Wardhana, I. Yusuf, S. As'ad et al.· Korean Journal of Medical Ed...· 0 citations
A scoping review aims to identify shortcomings in theoretical and empirical modeling of nursing students’ interprofessional collaboration competence (ICC), informing the development of more effective educational interventions for the ICC of nursing students, and others.
Aldin Striković, Eveline Wittmann, Johannes Krell et al.· MethodsX· 0 citations
The findings revealed generally positive exploring very good competences for doing team collaboration and good competences for others, including communication, including communication and 20% (professional identity).
R. S. Pujiastuti, Emy Rianti, O. Handayani et al.· Jurnal kesehatan masyarakat· 0 citations
The attitudes of first-year medical and physician associate (PA) students toward the team approach to care are explored and focus group data suggested that both medical and PA students agreed that their education benefitted from IPE sessions and that their ability to practice effectively as part of an interprofessional team would be enhanced as a result.
Pauline Joyce, Michelle O’Toole, Elizabeth Dolan et al.· Journal of Interprofessional...· 0 citations
Pharmacy students highly valued IPE and highlighted that an early, structured, and longitudinal integration of IPE in the curriculum is necessary to enhance collaborative competencies and professional development.
Nurul Athirah Hasdan, Ahmed Osman Ahmed Mohamed Yehia Naguib, Nor Hidayah Mohd Taufek· The Journal of pharmacy· 0 citations
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