ArticleBMC medical education2023
Towards a global partnership model in interprofessional education for cross-sector problem-solving.
Article in BMC medical education, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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Who cites it
3 citing papers in PubMed.
- Preparing graduate students for collaborative practice in chronic care: a mixed-methods evaluation of an interprofessional student-led education module.BMC medical education · 2025Article
- Students' motivation and engagement in interprofessional education: the mediating role of peer relatedness.Medical education online · 2024Article
- Assessing the effects of interprofessional education by hospital pharmacists on pharmaceutical students using a self-evaluation scale.Journal of pharmaceutical health care and sciences · 2024Article
Corrections and comments
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Authors and funding
55 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
objectivesA partnership model in interprofessional education (IPE) is important in promoting a sense of global citizenship while preparing students for cross-sector problem-solving. However, the literature remains scant in providing useful guidance for the development of an IPE programme co-implemented by external partners. In this pioneering study, we describe the processes of forging global partnerships in co-implementing IPE and evaluate the programme in light of the preliminary data available.
methodsThis study is generally quantitative. We collected data from a total of 747 health and social care students from four higher education institutions. We utilized a descriptive narrative format and a quantitative design to present our experiences of running IPE with external partners and performed independent t-tests and analysis of variance to examine pretest and posttest mean differences in students' data.
resultsWe identified factors in establishing a cross-institutional IPE programme. These factors include complementarity of expertise, mutual benefits, internet connectivity, interactivity of design, and time difference. We found significant pretest-posttest differences in students' readiness for interprofessional learning (teamwork and collaboration, positive professional identity, roles, and responsibilities). We also found a significant decrease in students' social interaction anxiety after the IPE simulation.
conclusionsThe narrative of our experiences described in this manuscript could be considered by higher education institutions seeking to forge meaningful external partnerships in their effort to establish interprofessional global health education.
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