Document Type : Original Article


1 Department of Pharmacy Practice, College of Pharmacy, Gulf Medical University, Ajman, UAE

2 College of Pharmacy, Gulf Medical University, Ajman, UAE

3 College of Health Sciences, Gulf Medical University, Ajman, UAE

4 Department of Pharmacy Practice, College of Pharmacy, Gulf Medical University, Ajman, UAE Clinical Pharmacy, Thumbay University Hospital, Ajman, UAE


BACKGROUND: This study aimed to determine the perception, perspectives, and behaviors of
health‑care providers, as well as cues to action toward interprofessional education (IPE).
MATERIALS AND METHODS: The interview sessions were conducted from August 2020 to
November 2020 at the College of Pharmacy, Gulf Medical University (GMU), Ajman. The invited
participants belonged to all the colleges which are a part of GMU, providing academic and practice
support to the university. All were residents of UAE, and both genders were considered for qualitative
assessment. The sample size based on data saturation plus two as standard guidelines in qualitative
res earch. All the interviews were audiotaped for verbatim transcriptions. All the recorded interviews
were transcribed to avoid bias. The prepared transcripts were then verified for accuracy by the
relevant participant and after approval, data were analyzed. In case of an emergent theme, all the
investigators were focused on refining the analysis.
RESULTS: A total of 17 health‑care professionals (HCPs) were interviewed. The participants were
chosen from five different colleges at GMU. All the participants had similar perceptions about IPE,
as it is a collaboration between different HCPs to achieve better patient outcomes. A diversity in
perspectives toward IPE was found among the participants. Several barriers were identified during
the interview session and also highlighted the importance of choosing the right topic for IPE, as it
affects planning of the activities greatly. The participants also stressed that the lack of communication
also contributes to decreased involvement of HCPs.
CONCLUSION: This study identified inefficient implementation of IPE. The barriers were lack of team
effort, lack of communication within the institute, and administrative support, despite the availability
of resources and infrastructure in the university.


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