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Related Experiment Video

Updated: May 22, 2026

Model Surgical Training: Skills Acquisition in Fetoscopic Laser Photocoagulation of Monochorionic Diamniotic Twin Placenta Using Realistic Simulators
09:51

Model Surgical Training: Skills Acquisition in Fetoscopic Laser Photocoagulation of Monochorionic Diamniotic Twin Placenta Using Realistic Simulators

Published on: March 21, 2018

Interprofessional learning in diverse Middle Eastern maternity teams.

Suruchi Mohan1, Shuja Reagu2, Stephen Lindow3

  • 1Department of Obstetrics and Gynaecology, Aneurin Bevan University Health Board, Cwmbran, Newport, UK.

Journal of Interprofessional Care
|May 20, 2026
PubMed
Summary
This summary is machine-generated.

Middle Eastern maternity teams show positive perceptions of interprofessional education (IPE). However, contextual factors and professional identity influenced collaborative learning, with Western-trained staff reporting lower prestige perceptions.

Keywords:
Interprofessional learningMiddle East, professional identity, maternity servicesmultidisciplinary team

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A Novel Method for Involving Women of Color at High Risk for Preterm Birth in Research Priority Setting
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Published on: January 12, 2018

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Last Updated: May 22, 2026

Model Surgical Training: Skills Acquisition in Fetoscopic Laser Photocoagulation of Monochorionic Diamniotic Twin Placenta Using Realistic Simulators
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A Novel Method for Involving Women of Color at High Risk for Preterm Birth in Research Priority Setting

Published on: January 12, 2018

Area of Science:

  • Healthcare professional education
  • Maternal healthcare
  • Interprofessional collaboration

Background:

  • Interprofessional education (IPE) enhances collaboration and quality of care in maternity teams.
  • IPE research in Middle Eastern healthcare settings is limited due to unique cultural and demographic factors.
  • Understanding local perceptions is crucial as Western evidence may not be generalizable.

Purpose of the Study:

  • To assess Middle Eastern maternity teams' perceptions and attitudes toward IPE.
  • To identify factors influencing these perceptions within the local context.
  • To explore the implications of these perceptions for collaborative practice.

Main Methods:

  • Sequential mixed methods approach utilized.
  • Online survey with the Interdisciplinary Education Perception Scale (IEPS) administered.
  • Mixed focus group discussions conducted for qualitative insights.

Main Results:

  • Overall IEPS scores indicated a positive attitude toward collaborative learning.
  • Perceptions did not significantly vary by clinical experience, profession, or prior IPE exposure.
  • Western-trained participants reported significantly lower 'prestige' scores on the IEPS compared to non-Western-trained colleagues.
  • Qualitative data revealed contextual factors negatively impacting professional identity and collaborative learning.

Conclusions:

  • Maternity teams in this Middle Eastern setting generally support IPE principles.
  • Professional identity and contextual factors present challenges to effective interprofessional collaboration.
  • Tailoring IPE to specific cultural and professional contexts is essential for successful implementation.