Impact of an interprofessional education program on developing skilled graduates well-equipped to practise in rural and underserved areas

“…Training students in rural environments has been shown to be ideal for IPE because of the smaller, more intimate nature of the environment (Spencer et al 2015). However, studies have shown that IPCP does not just happen organically in rural environments (Gum et al 2020;Mpofu et al 2014). The authors suggest that the inclusion of the ICF Framework into clinical practice can change this.…”

Section: Discussionmentioning

confidence: 99%

Transformation of learning and teaching in rehabilitation sciences: A case study from South Africa

Khuabi¹,

Bardien²,

Beer³

et al. 2022

Human Functioning, Technology and Health

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Peer review declarationThe publisher (AOSIS) endorses the South African 'National Scholarly Book Publishers Forum Best Practice for Peer Review of Scholarly Books'. The manuscript underwent an evaluation to compare the level of originality with other published works and was subjected to rigorous two-step peer review before publication, with the identities of the reviewers not revealed to the editor(s) or author(s). The reviewers were independent of the publisher, editor(s) and author(s). The publisher shared feedback on the similarity report and the reviewers' inputs with the manuscript's editor(s) or author(s) to improve the manuscript. Where the reviewers recommended revision and improvements, editor(s) or author(s) responded adequately to such recommendations. The reviewers commented positively on the scholarly merits of the manuscript and recommended that the manuscript be published.v Research justificationThis book focuses on learning and teaching in rehabilitation sciences in an African context. This book is the second volume in the book series, 'Health, Functioning and Technology', and brings together the key themes of the series by focusing on how education can impact health and functioning through various innovative methods, including the use of technology. In this book, we discuss local contextual drivers for renewing rehabilitation professions curricula that support graduates to become competent, socially accountable and adaptable to change.

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“…Learners expressed that the learning environment was conducive for them and the interactions with colleagues from other professions enhanced their learning. In addition, learners appreciated each other's role in health care delivery, experience sharing and interactions after IPE sessions (Leshabari et al, 2012;Mpofu et al, 2014;Reitsma et al, 2019;Vostanis et al, 2019). Learners appreciated the process of interprofessional learning using simulation methods and community interactions (Chetty et al, 2020;Davis et al, 2015;Van Wyk et al, 2020).…”

Section: Learners' Reactionmentioning

confidence: 99%

“…There was also more appreciation of collaboration and each profession's role in effective team performance (Martini & Caceres, 2012;Mpofu et al, 2014;Reitsma et al, 2019;Snyman & Donald, 2019).…”

Section: Modification Of Perceptions and Attitudesmentioning

confidence: 99%

The status and outcomes of interprofessional health education in sub-Saharan Africa: A systematic review

Kitema

Laidlaw

O’Carroll

et al. 2023

Journal of Interprofessional Care

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The increasing burden of chronic diseases, and shortage of health care workers especially in Low and Middle Income countries (LMICs) requires greater collaborative working between health professions. There is a growing body of evidence that interprofessional education (IPE) and interprofessional continuous education (IPCE) can improve collaborative practice thus strengthening health care delivery in low resource settings. The World Health Organization (WHO) promotes this educational strategy in these regions as part of wider programs to improve health care. The purpose of this systematic review was to summarize IPE and IPCE activities in sub-Saharan Africa (SSA) and its outcomes; including practice, service and patient outcomes. Standard guidelines for conducting and reporting systematic reviews were followed. The online databases searched included MEDLINE, Embase, Education Resources Information Centre (ERIC), the Cumulative Index of Nursing and Allied Health Literature (CINAHL) and Science Direct. The Kirkpatrick model was used to classify IPE outcomes reported from literature. Following full text screening, 41 articles were selected for data extraction. It was found that IPE/IPCE is still a relatively new concept in SSA with 93% of studies published after 2012. Furthermore, IPE is concentrated predominantly in undergraduate institutions and mainly implemented to improve collaborative practice and address important public health concerns. Positive reaction and outcomes of IPE/IPCE were reported in terms of change of attitude and perception toward collaborative practice as well as knowledge and skills acquisition. Few studies in SSA sought to understand and measure the outcomes of IPE/IPCE relating to health care practice. More work in this important potential outcome of IPE/IPCE is recommended.

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Impact of an interprofessional education program on developing skilled graduates well-equipped to practise in rural and underserved areas

Abstract: Impact of an interprofessional education program on developing skilled graduates well-equipped to practise in rural and underserved areas

Cited by 18 publications

References 11 publications

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

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

Transformation of learning and teaching in rehabilitation sciences: A case study from South Africa

The status and outcomes of interprofessional health education in sub-Saharan Africa: A systematic review

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