Attitudes of pharmacy and nutrition students towards team-based care after first exposure to interprofessional education in Qatar

Abstract

Little is known regarding attitudes of healthcare professional students towards team-based care in the Middle East. As modernization of health systems is rapidly occurring across the Gulf Cooperation Council countries, it is important for students to engage in interprofessional education (IPE) activities. The objective of this study was to assess pre-clinical students' attitudes towards interprofessional healthcare teams after completion of their first IPE activity. A previously validated questionnaire was distributed to 25 pharmacy and 17 nutrition students at Qatar University after participation in an IPE event. Questions related to quality of team-based care and physician centricity. Results showed high agreement regarding high quality care provided by teams yet students were unsure of the value of team-based care when considering required time for implementation. Results provide baseline data for future studies to assess student attitudes throughout the professional programs and give valuable insight for future IPE program design in the Middle East.

Perspectives of pharmacy students in Qatar toward interprofessional education and collaborative practice: a mixed methods study

“…However, in the last twenty years, Interprofessional Education (IPE) has gained momentum globally and is established in countries such as Canada, United States, Australia, and the United Kingdom (H. Barr, 2015). Yet IPE is still in its infancy in the Middle East with only a few recent studies from Middle Eastern countries El-Zubeir, Rizk, & Al-Khalil, 2006;Khan, Madu Emeka, Aljadhey, & Haseeb, 2015;Wilbur & Kelly, 2015;Wilby et al, 2015;Zeeni et al, 2016).…”

Interprofessional Education (IPE) and Pharmacy in the UK. A Study on IPE Activities across Different Schools of Pharmacy

“…In the United States (US), the learning outcomes in the Accreditation Council for Pharmacy Education (ACPE) Accreditation Standards and Guidelines were changed to include IPE and make it a priority, and in the most recent ACPE standards [15], IPE is now included as a standalone standard (Standard 11) and describes the key elements in IPE education as being team dynamics, team education and team practice. The importance of having IPE in pharmacy is not just restricted to the UK or the US but has also been included in Pharmacy curricula in Germany, Poland, Australia and elsewhere [15,16,17,18,19,20]. …”

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

“…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).…”