Exploring pre-qualification interprofessional education (IPE) in healthcare programmes

Abstract

Interprofessional education (IPE) has been advocated by policymakers worldwide to be incorporated into undergraduate healthcare education to prepare future graduates to work collaboratively in healthcare teams. Implementing IPE within existing programmes can be complex and resource-intensive, yet little is known about implementation process. Thus, the aim of this PhD was to explore and understand the pre-qualification IPE implementation process and outcomes in healthcare programmes in Higher Education institutions (HEIs) in the UK. Study One systematically reviewed IPE literature to investigate the impact of pre-qualification IPE. Although most studies reported positive outcomes, these studies did not offer in-depth insights into implementation process of IPE interventions as well as the experiences of key stakeholders involved in IPE. The review also identified aspects that facilitated achieving the intended outcomes such as aligning the learning outcomes (LOs) with collaborative practice competencies, theory-based design, and simulation-based learning. Study Two applied a multiple-case study approach to explore the IPE implementation process and influential factors. Educators involved with IPE were surveyed and interviewed. In addition focus groups with students. Accreditation reports were also reviewed. Per the results of this study, multiple factors were found to be influencing the IPE implementation process, including the regulatory standards, institutional leaders’ support, institution’s culture and the approach adopted for IPE design. Inconsistencies were evident in the way educators interpreted the regulatory standards. Study Three involved conducting focus groups with students from different healthcare programmes to explore the achievement of IPE outcomes across different HEIs with different IPE curricula. Students’ self-reporting of IPE outcomes varied in relation to the quantity and quality of IPE activities offered across different institutions. Students offered useful suggestions to make IPE effective, including introducing IPE to students attending for the first time, and offering IPE consistently across the programme’s years of study for better outcomes. This thesis provided a comprehensive understating of the IPE implementation process and outcomes, hence, shifted the focus of IPE research from the focus on “what” happened (i.e. outcomes) to the focus on “how” and “why” it did or did not happen. Key stakeholders, including regulators, institutional leaders and educators can refer to the key recommendations of this thesis when planning future IPE activities.

Date of Award	1 Aug 2023
Original language	English
Awarding Institution	The University of Manchester
Supervisor	Ann Wakefield (Supervisor), Jason Hall (Supervisor) & Ali Hindi (Supervisor)