ArticleRwanda journal of medicine and health sciences2025
Enhancing Interprofessional Education: Insights from Students at the College of Medicine and Health Sciences at the University of Rwanda.
Article in Rwanda journal of medicine and health sciences, 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.
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Who cites it
1 citing paper in PubMed.
- Exploring experiences of Faculty of Health Sciences students on interprofessional collaboration in the healthcare settings in the Khomas region, Namibia.Health SA = SA Gesondheid · 2026Article
Corrections and comments
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Authors and funding
10 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: Interprofessional education (IPE) is essential for preparing healthcare students to work collaboratively. However, embedding IPE in a traditionally siloed educational framework can be a challenging process as its integration requires a shift in teaching strategies and creation of collaborative learning environments, allowing practical and meaningful interactions between students. Purpose: The study explored the experiences and perceptions of students regarding the implementation and effectiveness of IPE at the University of Rwanda, College of Medicine and Health Sciences. Methods: We used qualitative descriptive exploratory design. Data were collected through focus group discussions among 31 students. Thematic analysis was conducted on the transcripts from students' narratives, organized using NVIVO version 15. Results: Four overarching themes emerged from the analysis: (1) experiences of IPE in clinical settings, (2) perceived benefits of IPE, (3) structural challenges to implement IPE at UR-CMHS, and (4) proposed strategies to enhance IPE at UR-CMHS. Conclusion: IPE has the potential to enhance communication, reduce medical errors, and improve patient care. However, barriers such as hierarchies, workload issues, and lack of shared training hinder its effectiveness. Implementing institutional support and a dedicated IPE module at the CMHS-UR could foster a collaborative learning environment and better prepare graduates for team-based healthcare.
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Registered trials
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