ArticleThe clinical teacher2025
Shifting Interprofessional Education Pedagogies: Lessons and Implications for Africa.
Article in The clinical teacher, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
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.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
2 citing papers in PubMed.
- Embedding planetary health and sustainability in dental education: a community-engaged training model from Kenya.Frontiers in oral health · 2026Article
- Shifting Interprofessional Education Pedagogies: Lessons and Implications for Africa.The clinical teacher · 2025Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
introductionAlthough several theoretical guidelines and evaluations exist for IPE programme development and implementation, practical expert insights remain invaluable. For best practices, guiding future programme design and improving IPE implementation, we aimed to explore the perspectives of 15 international experts on the development and implementation of IPE programmes, including the challenges encountered. METHODOLOGY: A qualitative exploratory descriptive design was used. Fifteen international IPE experts were purposively sampled and individually interviewed using a semistructured interview guide incorporating the key areas of IPE programme development and implementation. Data were analysed using thematic content analysis.
resultsFour themes were identified. Themes include IPE structure in higher education institutions; faculty and student involvement; challenges and opportunities; and evaluation and quality improvements in IPE programmes. International experts prioritised classroom-based learning, whereas Southern African experts underscored community-based IPE. IPE-related challenges revolve around institutional culture, resources, saturated curricula and professional hierarchies, including compulsory IPE inclusion requirements. Yet, these were overcome by opportunities to design innovative IPE programmes while fostering IPE scholarships and research funding.
conclusionIPE is gaining international recognition despite common, yet distinct, challenges and opportunities. Classroom-centric IPE models from HICs are challenged by digital storytelling, home visits and local community collaborations. We found that hierarchies and rigid curricula presented greater challenges than resource constraints. IPE integration in LMICs and underprivileged areas is indeed a transformative strategy for innovation and positive healthcare outcomes.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.