Interprofessional education among Nigerian clinical students: implications for interprofessional care

Potentialities and limitations of Interprofessional Education during graduation: a systematic review and thematic synthesis of qualitative studies

“…Despite the bene ts mentioned above, negative experiences were also reported. Students identi ed, for example, tensions and challenges in interprofessional interaction [27,[32][33][34]36] and dissatisfaction with teamwork [26, 32,35]. To solve these problems, Reeves [8] suggests that learning mediators exhibit certain characteristics, such as: experience in IPE; knowledge of interactive learning methods and group dynamics; and exibility to sustain an environment of mutual respect.…”

“…They were published between the years 2004 and 2020, being mainly from the USA [25][26][27][28] and the UK [29][30][31]. Among the included studies, three did not report the periodicity of IPE activities [32][33][34]. However, among those who cited, four were related to weekly and monthly activities [18, 25,30,35], and nine studies encompassed three or more professions [26-28, 31-36].…”

“…The methodological design of three articles was mixed methods [28, 33,34] and ten of qualitative synthesis [18, 25-27, 29-32, 35, 36]. In addition, eight studies used the focus group as a form of data collection [26, 27, 30-34, 36] (Table 2).…”

Evaluating the impact of a multicountry interprofessional training programme to improve HIV knowledge and clinical confidence among healthcare workers in sub-Saharan Africa: a cohort study

“…5 6 Furthermore, recent research has highlighted how optimised team-based approaches to healthcare training can improve the quality of care provided, including in high HIV burden settings. [7][8][9] Global initiatives, such as the Medical Education Partnership Initiative and the Nursing Education Partnership Initiative programmes, have contributed to recent crosscountry collaborations to improve health professions training, for both preservice and in-service learners., [10][11][12] In previous work, we have described the design and implementation of one such initiative-the STRIPE HIV (STRengthening InterProfessional Education for HIV) programme-funded by the US Health Resources Services Administration, with the goal to optimise team-based HIV care, using case-based, interprofessional approaches to learning. 13 This training programme consists of approximately 14 hours of modular case-based curriculum, typically taught over 2 days, addressing core components of HIV prevention, care and treatment, targeted at early career in-service health professionals ('postgraduates') and preservice learners in 14 high HIV burden countries in SSA.…”

“…Research in diverse African settings has highlighted how interprofessional training programmes can play a critical role in optimising scarce human resources and enhancing the quality of care delivered, including enhancing training for preservice learners, such as nursing and medical students 5 6. Furthermore, recent research has highlighted how optimised team-based approaches to healthcare training can improve the quality of care provided, including in high HIV burden settings 7–9…”