Developing an interprofessional education programme for a health science faculty in South Africa: A multi-method study

Delawala, Farhin; Heymans, Yolande; Christmals, Christmal Dela

doi:10.1016/j.jtumed.2022.11.001

Cited by 4 publications

(4 citation statements)

References 32 publications

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“…[16][17][18][19] It stands to reason then that interprofessional collaboration between students of MSK-specific professions has the potential to optimise the response of quality patient-centred care to the MSK burden with minimised use of limited resources in developing countries, establishing the rationale for this scoping review. Some South African higher education institutions, with health science faculties, have incorporated IPE initiatives 20 ; however, there still largely exists challenges in successfully incorporating formalised IPE training into health sciences curricula rendering IPE rather lacking in curriculum in health science faculties, with even a greater absence in MSK curricular, across South African Higher Education Institutions. This absence of IPE practices in South African health science curricula, paired with the recommended need for further investigation into the associated challenges of IPE programme implementation and evaluation in universities of specifically developing countries, 21 necessitates an investigation with a focus on MSK IPE interventions to potentially ease the MSK burden documented in South Africa.…”

Section: Strengths and Limitations Of This Studymentioning

confidence: 99%

Interprofessional education interventions in undergraduate students of musculoskeletal healthcare professions: a scoping review protocol

Ismail,

Myburgh,

Downing

2024

BMJ Open

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IntroductionEnhancing interprofessional education (IPE) fosters collaborative efforts among healthcare professionals specializing in musculoskeletal (MSK) care. This approach presents a valuable opportunity to address the pressing MSK disease burden in developing countries, with high prevalence rates and limited resources. While an abundance of literature on the various elements of IPE among healthcare students and professionals exists, shared contexts of practice of South African MSK disciplines are not currently developed through IPE at higher education level, establishing a need for South African formalised curricular IPE interventions with an explicit focus on undergraduate students of MSK healthcare professions.Methods and analysisThe intended scoping review protocol is guided by the framework set out by Arksey and O’Malley, where the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews will guide the process of reporting. English sources (qualitative and quantitative methodological studies, conference papers and proceedings, systematic reviews, grey literature, unpublished materials, theses and dissertations) from the electronic databases PubMed, Scopus, ERIC and ProQuest with no date restriction will be included. A researcher, an independent reviewer and research librarian will search and extract data from abstracts and full texts for this scoping review, where any arising disagreements will be resolved by discussion. Reference lists of relevant literature will be scrutinised. Relevant literature will be recorded on a referencing software and deduplicated. The data collection will take place between May and October 2023. The findings will be reported narratively with the use of tables.Ethics and disseminationThis scoping review does not require ethical approval as all literature used already exists in the public domain with no involvement of human participants. The findings from this planned review will be submitted to peer-reviewed journals and will be presented at higher education conferences. This scoping review protocol was registered on Open Science Framework with the registrationosf.io/c27n4.

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Section: Strengths and Limitations Of This Studymentioning

confidence: 99%

Interprofessional education interventions in undergraduate students of musculoskeletal healthcare professions: a scoping review protocol

Ismail,

Myburgh,

Downing

2024

BMJ Open

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“…Traditional lecture-based teaching is replaced with student-centered and work-based learning, including early clinical exposure [33]. Interprofessional education that promotes a holistic understanding of patient care has been adopted [34]. Furthermore, there has been an effort to incorporate ethical and humanistic components into medical training, including medical humanities, health systems science, medical ethics, patient rights, communication skills, and the social determinants of health [35].…”

Section: Medical and Dental Education Reforms In South Africamentioning

confidence: 99%

The Curriculum Ideologies Underlying the AfriMEDS Curriculum Framework for Undergraduate Medical and Dental Education in South Africa

Mnguni

2024

IME

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South Africa faces healthcare challenges due to inefficiencies, resource constraints, and disease burden. The AfriMEDS curriculum framework was adopted as part of curriculum reform to facilitate the training of comprehensive healthcare professionals capable of addressing healthcare challenges. However, the curriculum ideologies underlying this framework have not been explored. This research aimed to qualitatively describe the curriculum ideologies underlying the AfriMEDS framework as a proxy to determine how it could facilitate the training of healthcare practitioners fit to address South African healthcare challenges. ChatGPT was used to extract data from the framework using a previously validated document analysis protocol. Interpretive analysis was employed to analyze the extracted data to determine inferred curriculum ideologies. A complex interplay of curriculum ideologies was found, with the discipline- and service-centered ideologies most dominant, followed by the citizenship-centered ideology, while the student-centered ideology was found the least. It was also found that the six components of curriculum ideologies exhibit varying degrees of ideological representation. It is concluded that, while the AfriMEDS curriculum framework could produce technically skilled and service-oriented practitioners, its effectiveness in nurturing well-rounded medical professionals may be limited. Integrating a balanced representation of all curriculum ideologies is recommended.

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“…Maternal emergencies require a rapid and appropriate response to minimize the risk of complications that could endanger the lives of mothers and babies. In this context, the Low Tech High Fidelity (LTHF) simulator method and interprofessional collaboration play a key role in strengthening healthcare team skills and cooperation (Delawala, 2020;Nodari et al, 2021). The LTHF simulator is a simulation approach that uses simple equipment but still provides an immersive learning experience.…”

Section: Introductionmentioning

confidence: 99%

Capacity Building for Maternal Emergency Services Using Low Tech High Fidelity (LTHF) Simulator Method and Interprofessional Collaboration for Health Workers on Bawean Island

Sudaryanti,

Amalia,

Anis

et al. 2024

IJSSHMR

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Background - Maternal emergencies encompass a wide range of conditions that can endanger the lives of pregnant women or newborns, so the speed and availability of quality care is crucial in saving the lives of mothers and babies, especially in remote areas such as Bawean Island. Objective - Capacity building for maternal emergency services is a strategic step aimed at improving the ability and efficiency of the health care system to handle emergency situations related to pregnancy and childbirth. Design / methodology / approach - The method used in capacity building is training on the ability to conduct interprofessional collaboration among health workers with lecture, discussion and simulation methods with the use of LTHF simulators so that it is expected that during capacity building activities, participants can experience conditions that resemble real life. This capacity building activity consists of: Providing refreshing material related to maternal emergencies and simulating interprofessional collaboration using the LTHF simulator. Findings - Training participants stated that the above training method was very interesting and provided new experiences to prepare themselves in handling maternal neonatal emergencies that can occur at any time. The increased capacity to manage maternal neonatal emergencies can improve the effectiveness of medical actions and case management in emergency situations involving maternal health during pregnancy, childbirth, or the postpartum period after the training. Maternal neonatal emergencies that are often found are heavy bleeding, eclampsia, infection, asphyxia or other complications that can endanger the lives of pregnant women and their babies. Conclusion - Increasing the capacity of maternal emergency services through the Low Tech High Fidelity (LTHF) Simulator method and Interprofessional Collaboration is a significant step to improve the quality of services and safety of pregnant women and newborns on the island of Bawean.

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Developing an interprofessional education programme for a health science faculty in South Africa: A multi-method study

Cited by 4 publications

References 32 publications

Interprofessional education interventions in undergraduate students of musculoskeletal healthcare professions: a scoping review protocol

Interprofessional education interventions in undergraduate students of musculoskeletal healthcare professions: a scoping review protocol

The Curriculum Ideologies Underlying the AfriMEDS Curriculum Framework for Undergraduate Medical and Dental Education in South Africa

Capacity Building for Maternal Emergency Services Using Low Tech High Fidelity (LTHF) Simulator Method and Interprofessional Collaboration for Health Workers on Bawean Island

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