An African perspective on collaborative interprofessional curriculum evolvement: a qualitative reflection.

Abstract

Background: Developing interprofessional education and collaborative practice curricula benefits from multiple perspectives. There is an abundance of literature available on such curricula, but very few combine research evidence with theoretical guidelines for planning. Method: Brookfield’s theory guided a critical reflection of the development of a curriculum at a South African University, with his four identified Lenses focusing on perspectives of the: 1) principal investigator, 2) students, 3) lecturers and 4) available literature. Data were collected through focus groups with students and lecturers, a needs survey, events feedback, and review of literature. The aim of this paper is to clarify understanding and guide curriculum planning and development. Results: The two identified themes encapsulated several categories each. Theme A addresses the formal curriculum and include embeddedness across professions curricula, highlighting the importance of buy-in from management, offering it across all years of study as an integrated subject and curriculum management issues. Further considerations are the content of the curriculum, presented through a scaffolded approach, addressing core competencies and benchmarking with other institutions. The methods used for teaching, learning and assessment included the preparation of lecturers to facilitate and use of a variety of learning and assessment methods. Theme B addresses teamwork between stakeholders, including the importance of role models, patient-centred care, appreciation of diversity e.g., vernacular of the professions and level of preparedness for IPECP and the importance and affordances in terms of egalitarian relationships based on respect and recognition and hegemony. Conclusion: The lenses highlighted the complexity of curriculum planning and encapsulated both unique views as well as diverse complimentary perspectives of aspects to consider for buy-in of an IPECP curriculum.