Debating evidence-based health policy in an interprofessional classroom: an exploratory study

Area of Science:

• Health Professions Education
• Global Health Policy
• Simulation-Based Learning

Background:

• Model United Nations (MUN) debates are common in schools but underutilized in health professions education, particularly in low-resource settings.
• Developing countries require strong leadership and teamwork for evidence-based health policy to combat inequities and strengthen health systems.
• Simulation-based, participatory learning approaches are scarce in health curricula, despite their potential for skill development.

Purpose of the Study:

• To explore the potential of Model United Nations (MUN) debates in health professions education within low-resource contexts.
• To identify key skill domains and competency areas for future outcome measure selection in MUN-based health education.
• To assess the relevance of MUN debates for developing essential skills in future healthcare professionals.

Main Methods:

• An exploratory, qualitative research approach was employed.
• Eight health professions students (medical, dental, pre-med) participated in the MedMUN initiative.
• Thematic analysis of semi-structured interviews was used to develop a conceptual framework.

Main Results:

• Leadership, characterized by confidence and public speaking, emerged as a dominant theme.
• Teamwork, encompassing student integration and interprofessional education, was a key finding.
• Social responsibility, including democracy and a global outlook, was also a significant outcome.

Conclusions:

• Model United Nations (MUN) debates serve as effective interprofessional simulation exercises for health professions students.
• These debates provide insights into global health policy and foster essential leadership and teamwork skills.
• MUN debates hold promise for enhancing health professions education, particularly in developing countries.