Journal of Education and Health Promotion

Interprofessional education in a community‑based setting: An opportunity for interprofessional learning and collaboration

Document Type : Original Article

Authors

. Fatemeh Keshmiri 1
. Tohid Seif Barghi 2

1 Department of Medical Education, Educational Developmental Center, Shahid Sadoughi University of Medical Sciences, Yazd, Iran, Medical Education Department, School of Public Health, Shahid Sadoughi University of Medical Sciences, Yazd, Iran

2 Department of Sports and Exercise Medicine, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran

Abstract
BACKGROUND: An interprofessional community‑based education provides proper situations
that learners can be prepared to play their professional responsibilities and team duties in the
community. This study aims to assess the effect of interprofessional community‑based education
on attitudes and performances of learners toward interprofessional collaboration and their readiness
for interprofessional learning.
MATERIALS AND METHODS: The study is a quasi‑experimental design. The learners in six different
disciplines, including medicine, pharmacy, nursing, midwifery, public health, and nutrition (n=122) at
Shahid Sadoughi University of Medical Sciences were participated in the present study. in the present
study, interprofessional education intervention was conducted in two steps. First, the interprofessional
learning situation brought learners the familiarity with the concepts of interprofessional collaboration,
teamwork, and educational medical content, such as backache, fatty liver, diabetes, and HIV. Second,
learners from different disciplines participated in interprofessional teams in community settings. These
learners taught people about health‑related topics, such as backache, fatty liver, and HIV. Participants
filled out the questionnaires before and after interventions. Data were analyzed by Student’s t‑test
and one‑way ANOVA in SPSS 16.0 software (SPSS, Inc., Chicago, IL, USA).
RESULTS: The present results showed that the scores of learners in readiness for interprofessional
learning 3.82 (0.35) versus 4.60 (0.29) (P = 0.001) (P = 0.0001), attitudes to interprofessional teamwork
3.83 (0.40) versus 4.18 (0.30) (P = 0.0001) (P = 0.0001), interprofessional collaboration 7.46 (0.70)
versus 8.35 (0.43) (P = 0.001) improved significantly before and after the educational interventions.
CONCLUSION: The present results showed that interprofessional community‑based education
has improved the readiness of the learners for interprofessional learning. Besides, attitude toward
teamwork and interprofessional collaboration performance have also been improved from participants’
viewpoints.

Keywords

Interprofessional collaboration
interprofessional education
community based education
education
interprofessional learning
performance
readiness
attitudes
  1. Harden RM, Sowden S, Dunn WR. Educational strategies
    in curriculum development: The SPICES model. Med Educ
    1984;18:284-97.
    2. Reeves S, Fletcher S, Barr H, Birch I, Boet S, Davies N, et al. A BEME
    systematic review of the effects of interprofessional education:
    BEME Guide No. 39. Med Teach 2016;38:656-68.
    3. World Health Organization. Learning Together to Work Together
    for Health: Report of a WHO Study Group On Multiprofessional
    Education of Health Personnel: The team approach: Technical
    Report No. 769 Available From: http://whqlibdoc.who.int/trs/
    WHO_TRS_769.pdf; 1988. [Last accessed on 2011 Mar 02].
    4. Khan NS, Shahnaz SI, Gomathi KG. Currently Available Tools
    and Teaching Strategies for the Interprofessional Education of
    Students in Health Professions: Literature review. Sultan Qaboos
    Univ Med J 2016;16:e277-85.
    5. Magzoub ME, Schmidt HG. A taxonomy of community-based
    medical education. Acad Med 2000;75:699-707.
    6. Dent J, Harden RM, Hunt D. A Practical Guide for Medical
    Teachers. Philadelphia: Elsevier Health Sciences; 2009.
    7. Kent F, Keating JL. Interprofessional education in primary health
    care for entry level students – A systematic literature review.
    Nurse Educ Today 2015:35:12:1-15.
    8. Segal-Gidan F, Walsh A, Lie D, Fung CC, Lohenry K. Knowledge
    and attitude change in physician assistant students after an
    interprofessional geriatric care experience: A mixed methods
    study. J Physician Assist Educ 2014;25:25-30.
    9. Xyrichis A, Lowton K. What fosters or prevents interprofessional
    teamworking in primary and community care? A literature
    review. Int J Nurs Stud 2008;45:140-53.
    10. Shirazi M, Shariati M, Zarghi N, Karbasi Motlagh M.
    Contextualization and psychometrics of interprofessional
    collaboration checklist in Iranian community health-care setting.
    J Educ Health Promot 2020;9:27.
    11. Irajpour A, Alavi M, Abdoli S, Saberizafarghandi MB. Challenges
    of interprofessional collaboration in Iranian mental health
    services: A qualitative investigation. Iran J Nurs Midwifery Res
    2012;17:S171-7.
    12. Valizadeh L, Zamanzadeh V, Irajpour A, Shohani M.
    “Discrimination,” the main concern of Iranian nurses over interprofessional collaboration: An explorative qualitative study.
    J Caring Sci 2015;4:115-23.
    13. Valizadeh L, Zamanzadeh V, Irajpour A, Shohani M. Challenges
    associated with the concept of collaboration. Nurs Midwifery Stud
    2015;4:e22153.
  2. 14. Ghanbari S, Bazrafkan L. Faculty member’s experience regarding
    rehabilitation teamwork education in Iran (A descriptive
    exploratory qualitative study). J Educ Health Promot 2019;8:47.
    15. Parsell G, Bligh J. The development of a questionnaire to assess
    the readiness of health care students for interprofessional
    learning (RIPLS). Med Educ 1999;33:95-100.
    16. IrajpourA, AlaviM. Readiness of postgraduate students of Isfahan
    University of Medical Sciences for inter professional learning.
    Iranian J Med Edu 2012:1050-6.
    17. Hayward MF, Curran V, Curtis B, Schulz H, Murphy S. Reliability
    of the interprofessional collaborator assessment rubric (ICAR)
    in multi source feedback (MSF) with post-graduate medical
    residents. BMC Med Educ 2014;14:1049.
    18. Curran V, Hollett A, Casimiro LM, Mccarthy P, Banfield V,
    Hall P, et al. Development and validation of the interprofessional
    collaborator assessment rubric (ICAR). J Interprof Care
    2011;25:339-44.
    19. Keshmiri F, Ponzer S, Sohrabpour A, Farahmand S, Shahi F,
    Bagheri-Hariri S, et al. Contextualization and validation of
    the interprofessional collaborator assessment rubric (ICAR)
    through simulation: Pilot investigation. Med J Islam Repub
    Iran 2016;30:403.
    20. Pitt M, Kelley A, CarrJ. Implementing interprofessional learning
    in the community setting. Br J Community Nurs 2014;19:291-6.
    21. Ryan M, Vanderbilt AA, Mayer SD, Gregory A. Interprofessional
    education as a method to address health needs in a Hispanic
    community setting: A pilot study. J Interprof Care 2015;29:515-7.
    22. Glanz K, Rimer BK, Viswanath K. Behaviour and Health
    Education: Theory Research and Practice. San Francisco: JosseyBass Press; 2008.
    23. Stubbs C, Schorn MN, Leavell JP, Espiritu EW, Davis G,
    Gentry CK, et al. Implementing and evaluating a communitybased, inter-institutional, interprofessional education pilot
    programme. J Interprof Care 2017;31:652-5.
    24. Furze J, Lohman H, Mu K. Impact of an interprofessional
    community-based educational experience on students’
    perceptions of other health professions and older adults. J Allied
    Health 2008;37:71-7.
    25. Lestari E, Stalmeijer RE, Widyandana D, Scherpbier A.
    Understanding students’ readiness for interprofessional learning
    in an Asian context: A mixed-methods study. BMC Med Educ
    2016;16:179
Journal of Education and Health Promotion
Volume 11, Issue 7
August 2021
Pages 1-6

Home

Guide for Authors

Submit Manuscript

Reviewers

Contact Us