An exploration of faculty perspectives towards interprofessional education and collaborative practice during international electives in health professions training institutions in Africa
# Background Faculty perspectives are key drivers of learning during international electives (IEs). However, in Africa, there is limited literature on these perspectives on interprofessional education and collaborative practice (IPECP) during IEs. Therefore, this study explored faculty perspectives...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Inishmore Laser Scientific Publishing Ltd
2023-10-01
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| Series: | Journal of Global Health Reports |
| Online Access: | https://doi.org/10.29392/001c.88103 |
| _version_ | 1827117344835502080 |
|---|---|
| author | Faith Nawagi Ian Guyton Munabi Andre Vyt Sarah Kiguli Aloysius Gonzaga Mubuuke |
| author_facet | Faith Nawagi Ian Guyton Munabi Andre Vyt Sarah Kiguli Aloysius Gonzaga Mubuuke |
| author_sort | Faith Nawagi |
| collection | DOAJ |
| description | # Background
Faculty perspectives are key drivers of learning during international electives (IEs). However, in Africa, there is limited literature on these perspectives on interprofessional education and collaborative practice (IPECP) during IEs. Therefore, this study explored faculty perspectives toward IPECP within an international elective context from selected African institutions.
# Methods
This was an exploratory qualitative study. The study participants included faculty from four health professional training universities in Africa. Thematic analysis was used to analyze the data. Common codes were identified and grouped to create subthemes and major themes.
# Results
Four themes were identified: (i) The importance of IPECP during IEs, (ii) Approaches to IPECP during IEs, (iii) Perceived key barriers, and (iv) Perceived institutional support for IPECP during IEs. Most of the participants perceived IEs as a platform that can be used to cultivate IPECP with a multicultural perspective while promoting cross-border partnerships to advance health care. Suggested teaching approaches included case studies, joint clinical ward rounds, and simulations, among others, with an openness to having an online, blended, or physical mode of delivery. A framework to guide the implementation of IPECP during IEs was considered important, and most participants thought that their institutions had the infrastructure to support IPECP-IEs.
# Conclusions
Faculty reported enabling perspectives of IPECP during IEs, emphasizing the need for a framework to guide and structure implementation. IPECP-IEs were perceived as a unique platform to cultivate IPECP skills with a multicultural component. |
| first_indexed | 2024-03-08T18:23:11Z |
| format | Article |
| id | doaj.art-f90dba1854704b50be7bdf59a6854136 |
| institution | Directory Open Access Journal |
| issn | 2399-1623 |
| language | English |
| last_indexed | 2025-03-20T12:48:04Z |
| publishDate | 2023-10-01 |
| publisher | Inishmore Laser Scientific Publishing Ltd |
| record_format | Article |
| series | Journal of Global Health Reports |
| spelling | doaj.art-f90dba1854704b50be7bdf59a68541362024-09-12T22:56:02ZengInishmore Laser Scientific Publishing LtdJournal of Global Health Reports2399-16232023-10-017An exploration of faculty perspectives towards interprofessional education and collaborative practice during international electives in health professions training institutions in AfricaFaith NawagiIan Guyton MunabiAndre VytSarah KiguliAloysius Gonzaga Mubuuke# Background Faculty perspectives are key drivers of learning during international electives (IEs). However, in Africa, there is limited literature on these perspectives on interprofessional education and collaborative practice (IPECP) during IEs. Therefore, this study explored faculty perspectives toward IPECP within an international elective context from selected African institutions. # Methods This was an exploratory qualitative study. The study participants included faculty from four health professional training universities in Africa. Thematic analysis was used to analyze the data. Common codes were identified and grouped to create subthemes and major themes. # Results Four themes were identified: (i) The importance of IPECP during IEs, (ii) Approaches to IPECP during IEs, (iii) Perceived key barriers, and (iv) Perceived institutional support for IPECP during IEs. Most of the participants perceived IEs as a platform that can be used to cultivate IPECP with a multicultural perspective while promoting cross-border partnerships to advance health care. Suggested teaching approaches included case studies, joint clinical ward rounds, and simulations, among others, with an openness to having an online, blended, or physical mode of delivery. A framework to guide the implementation of IPECP during IEs was considered important, and most participants thought that their institutions had the infrastructure to support IPECP-IEs. # Conclusions Faculty reported enabling perspectives of IPECP during IEs, emphasizing the need for a framework to guide and structure implementation. IPECP-IEs were perceived as a unique platform to cultivate IPECP skills with a multicultural component.https://doi.org/10.29392/001c.88103 |
| spellingShingle | Faith Nawagi Ian Guyton Munabi Andre Vyt Sarah Kiguli Aloysius Gonzaga Mubuuke An exploration of faculty perspectives towards interprofessional education and collaborative practice during international electives in health professions training institutions in Africa Journal of Global Health Reports |
| title | An exploration of faculty perspectives towards interprofessional education and collaborative practice during international electives in health professions training institutions in Africa |
| title_full | An exploration of faculty perspectives towards interprofessional education and collaborative practice during international electives in health professions training institutions in Africa |
| title_fullStr | An exploration of faculty perspectives towards interprofessional education and collaborative practice during international electives in health professions training institutions in Africa |
| title_full_unstemmed | An exploration of faculty perspectives towards interprofessional education and collaborative practice during international electives in health professions training institutions in Africa |
| title_short | An exploration of faculty perspectives towards interprofessional education and collaborative practice during international electives in health professions training institutions in Africa |
| title_sort | exploration of faculty perspectives towards interprofessional education and collaborative practice during international electives in health professions training institutions in africa |
| url | https://doi.org/10.29392/001c.88103 |
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