Mapping and developing an Interprofessional education and collaborative practice framework for Health professional students within an African international elective learning environment

Abstract

The current global burden of disease, which includes emerging and re-emerging diseases, calls for interprofessional partnerships, even beyond one's country of practice. However, there are hardly any opportunities in Africa that cultivate interprofessional learning experiences, through attachments in health care settings, different from those in one’s home country. International Electives (IEs) in Africa are a viable platform to utilize. However, in Africa, hardly any structure to promote interprofessional education and collaborative practice during international elective placements exists. This study aimed to explore the status of interprofessional Education and Collaborative Practice (IPECP) within the African international elective programs and develop a framework to guide institutions to implement IPECP during IEs. Methodology This was a multi-methods study that utilized qualitative and quantitative online data collection. Qualitatively, document review and key informant interviews were done with faculty at the four training institutions in Africa. These included Makerere University, Uganda, Kenyatta University, Kenya, University of Ibadan, Nigeria, and the University of Zimbabwe, Zimbabwe. For quantitative data, an online self-administered questionnaire to students was used. Quantitative data was analysed using SPSS 17.0, while qualitative data was analysed thematically using an inductive and deductive approach using Atlas TI 8 software. Results All IE-curricula (22) used at the various training institutions in this study lacked aspects of IPECP. Furthermore, (87.4%, n=146) reported that students who come for IEs at their institutions rotate and interact with students and faculty of the same professional discipline with hardly any interaction with other professional disciplines. Nevertheless, there is a generally positive perception among the faculty and the students (76, SD±8.1) on the viability of IPECP during IEs at the various training institutions. The possible barriers included curricula of various health professional disciplines not being integrated, and a lack of knowledge and training of IPECP among faculty and students. All participants in this study thought it was important to develop a framework to guide the implementation of IPECP during IEs. The framework developed showed to be usable and enables students to gain ICP skills during IEs while appreciating the transcultural differences and similarities. Conclusion Although there is hardly a practice of IPECP during IEs at the various four institutions included in this study, the framework developed is adaptable to the African training institutions, and enables learners to gain ICP competencies, while appreciating the transcultural differences and similarities in another country. A longitudinal study to establish the long-term impact of students and faculty participation in IPECP- IEs in various health professional training institutions in Africa, would be key. The framework developed was piloted, using the virtual approach. More researchers and institutions can use the framework and pilot it, using the blended and physical mobility approach to enhance its validity. Utility of Findings Overall, this study’s findings will guide the academic community and policymakers in health professional training, on effective implementation of IPE and assessment of ICP competencies during international elective programs in Africa.