Interprofessional Education (IPE) in Developing Countries: Challenges and Lesson Learnt from its Implementation in the United Kingdom: A Systematic Review

Abstract

Background: Evidence of effectiveness of the Interprofessional Education (IPE) in improving collaboration practice, patient and family satisfaction, and patient outcomes had been widely published. Most of developed countries, including United Kingdom, have implemented IPE in their healthcare curriculum, whereas some developing countries are starting the IPE initiative program.Purpose: This study aims to examine the challenges in implementing IPE.Methods: Primary studies to be included in this systematic review were searched fromelectronic databases such as MEDLINE (OVID) 1996, CINAHL, and ERIC (EBSCO). Hand searching through journal of inter-professional care was also conducted. The included studies were critically appraised using JBI QARI appraisal tool. The findings of the included studies were extracted using JBI finding extraction form and appraised based on the JBI level of credibility. The analysis of the study was presented in narrative form.Results: This review produced five qualitative studies using focus groups and interview methods. A total of 5 out of 88 papers met the inclusion criteria included in this systematic review. Three synthesis findings of the challenges in implementing IPE and possible solutions were identified in the literature: inter-professional relationship, IPE curriculum, and administration and resources.Conclusions: The evidence of implementing IPE in developing countries is limited. However, the challenges in implementing IPE in developing countries remain similar with those faced by developed countries. This can be guidance for developing countries to plan, initiate and implement IPE. Future studies about implementation of IPE in developing countries are highly recommended.

Readiness for Interprofessional Education: Perspective From Medical and Nursing Students

“…6,7 Other advantageous outcomes associated with IPE include the satisfaction of stakeholders involved, enabling positive conflict management, and minimizing tension across healthcare professions. [8][9][10] Having more than one profession learning together has also been found to be cost effective, 2,6,11 especially in the classroom and clinical settings.…”

“…To date, no single instrument has been adopted as the gold standard for implementing and evaluating IPE. 12 However, a systematic review provides recommendations for managing challenges, which can be applied to developing countries such as Indonesia, 5,8 subsequently leading to successful implementation of IPE by several Indonesian universities. 2,13 Several universities in Indonesia have utilized IPE to understand its impact within the country's healthcare education context.…”

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

“…In either structure, the development and implementation aim was to improve collaboration between professions, improve teamwork skills, improve health outcomes and quality care and increase learning from other professions. 38 …”

Improving self-efficacy in behavioral health through interprofessional education

“…Interprofessional education is fundamental to preparing health profession students in the provision of high-quality, patient-centered care in a collaborative team environment (Karam et al, 2018). However, the opportunity to provide IPE is often lacking due to barriers such as competing department priorities, deficient time allotment, inadequate administration support, absence of faculty expertise, and logistical inconveniences (Sulistyowati & Walker, 2019). Early adopters of IPE include nursing, medicine, and pharmacy but a greater understanding related to the position of other health professions, such as social work, is warranted (Zerden et al, 2019).…”