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Challenges to Interprofessional Education: will e-Learning be the Magical Stick?

Adel Abdelaziz1, Tayseer Mansour1, Rania Alkhadragy1

  • 1Medical Education Department, Faculty of Medicine, Suez Canal University, Ismailia, Egypt.

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Summary

This study explored interprofessional education (IPE) in Egypt using an 8-week e-learning course. The findings indicate that distance learning is a valuable approach to overcome IPE barriers, showing positive student engagement and outcomes.

Keywords:
adult learningcooperative/collaborative learningdistance education and online learningteaching/learning strategies

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Area of Science:

  • Medical Education
  • Health Sciences
  • Interprofessional Learning

Background:

  • Interprofessional education (IPE) faces significant implementation challenges in Egypt, including complex curriculum design, inter-professional attitudinal barriers, and resource limitations.
  • Action research was employed to address these barriers within the Egyptian context.

Purpose of the Study:

  • To identify alternative solutions for overcoming barriers to interprofessional education (IPE) implementation in Egypt.
  • To evaluate the effectiveness of an e-learning elective course designed to facilitate IPE.

Main Methods:

  • An 8-week elective e-learning course was developed and implemented for 30 mixed nursing and medical students.
  • A closed Facebook group served as the e-learning platform, utilizing facilitated discussions and small group assignments.
  • Course evaluation involved the Interprofessional Socialization and Valuing Scale (ISVS) and an Online-Course Evaluation Questionnaire (OCEQ).

Main Results:

  • Student perceptions of ability, comfort, and value in interprofessional collaboration were positive.
  • High assignment submission (90%) and success rates (100%) were observed, with 63% participation in online discussions.
  • Evidence suggested distinct contributions from female and medical students compared to nursing students.

Conclusions:

  • The distance learning IPE experience proved valuable, demonstrating positive student perception and performance.
  • The elective approach and distance learning offer potential solutions to IPE challenges.
  • Sustaining the e-learning IPE experience and incorporating practical sessions remain key challenges.