ArticleFrontiers in medicine2025
Advancing Interprofessional Education and Collaborative Practice: outcomes of the AFREhealth-FAIMER Student Elective Exchange Program in Health Professions Education in Africa.
Article in Frontiers in medicine, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
1 citing paper in PubMed.
- Simulation-based learning enhances interprofessional competencies in undergraduate health students: a retrospective pre-post study.BMC medical education · 2026Article
Corrections and comments
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Authors and funding
10 authors.
Funding
Abstract
Background: While some African health professions institutions have advanced in integrating Interprofessional Education and Collaborative Practice (IPECP) into their curricula, many still struggle with traditional, siloed training. To address this gap, the African Forum for Research and Education in Health (AFREhealth), partnering with FAIMER, a division of Intealth, developed the AFREhealth-FAIMER IPECP Student Elective Exchange Program (IPECP Program). This study assessed the IPECP competencies of participating students and gathered stakeholder perspectives on the IPECP Program. Methods: The 2018 revised Interprofessional Collaborative Competency Attainment Scale (ICCAS), containing 21 items, was used to assess student participants' IPECP competencies before and after participating in the IPECP Program. Paired sample T-tests were run to examine if there was a significant improvement in IPECP competencies after students participated in the program, on both the total and item score levels. The study also administered online surveys to collect feedback from faculty and managers of the IPECP Program on its design, implementation, benefits, and challenges. Results: Students reported a significant improvement in IPECP competencies after participating in the program, with the mean ICCAS total score rising from 79.27 (±12.24) pre-training to 85.63 (±8.75) post-training ( Discussion and conclusions: The student participants of the IPECP Program self-reported enhanced IPECP competencies, fostering an understanding of the various population health issues in multiple African countries. The findings suggest that faculty-guided, country-specific case studies may offer a viable strategy for implementing IPECP during international electives using a virtual mode of delivery.
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Registered trials
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