Advancing Clinical Competence Through Interprofessional Education: Perspectives and Experiences of Healthcare...

Background/Objectives: Advancing clinical competence within contemporary healthcare systems requires innovative educational approaches that bridge professional silos. While Interprofessional Education (IPE) is globally recognized as a mechanism to enhance teamwork, its implementation within resource-constrained public health systems marked by historical and structural inequalities remains poorly understood. This study explored the perspectives and experiences of healthcare professionals and clinical educators regarding how interprofessional education (IPE) may contribute to clinical competence in selected South African public hospitals. Methods: A qualitative descriptive design was used. Semi-structured interviews were conducted with 22 purposively selected healthcare professionals and clinical educators from nursing, medicine, physiotherapy, occupational therapy, pharmacy, and social work. Interviews were conducted at selected hospitals following approval from hospital Chief Executive Officers. Data were collected by the researcher and co-researcher who is not part of this manuscript, audio-recorded, transcribed verbatim, and analyzed using thematic analysis. Ethical clearance and institutional permissions were obtained, and informed consent was secured from all participants. Trustworthiness was ensured through credibility, dependability, confirmability, and transferability. Findings: The thematic analysis yielded two primary patterns: (1) the perceived capacity of IPE to enhance clinical decision-making, communication, and collaborative practices; (2) systemic and structural constraints, including rigid professional hierarchies, severe time constraints, and a lack of formally institutionalized opportunities. Conclusions: IPE is perceived as an important contributor to collaborative clinical competence, but its sustainability depends on explicit institutional mandates. These findings imply that hospital managers and curriculum developers must transition from ad hoc interactions to structured, short-duration interdisciplinary platforms to overcome operational bottlenecks.