https://orcid.org/0000-0002-4443-2417
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ABSTRACT
This short report is based on the 2022 Global IPE Situational Analysis Results e-Book that is available at https://interprofessionalresearch.global/. As an up-to-date global environmental scan of interprofessional education (IPE), this cross-sectional study investigated institutional, administrative, and system-level processes that support IPE program development and implementation globally. Conducted by InterprofessionalResearch.Global (IPR.Global), the survey included 17 quantitative questions that were analyzed at global and regional levels. Three open-text questions were thematically analyzed. In total, 152 institutions from six regions worldwide contributed to this study. Results revealed that only 51.97% of all responding institutions have an established IPE program, with Canada and the USA having the highest (84%) and Africa (26%) having the lowest numbers. Globally, 37.33% of respondents reported no formal leadership positions and 41.33% reported the absence of a designated IPE Director or Coordinator. In addition, IPE funding varies considerably across the world, with 32.65% of institutions reporting no financial support. Over 48.22% of respondents indicated their institutions are rarely or not involved in IPE-related scholarly work or research. The open-text analysis revealed that supportive senior leadership, a culture of collaboration, and recognition of IPE as a strategic direction and/or priority at the institutional level, could foster the successful implementation of IPE. On the other hand, inadequate administrative support, lack of funding, poor attitudes regarding IPE, and limited dedicated time for research, seemed to impair successful implementation of scholarly activities in the field.
Acknowledgments
We would like to thank all the academic institutions who participated in the survey, members of the Working Group for assisting with the development and implementation of the survey, and the IPR.Global Steering Committee for their review and feedback on the survey and the results.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Additional information
Funding
Notes on contributors
Hossein Khalili
Dr. Hossein Khalili, BScN, MScN, PhD, FNAP serves as the President of InterprofessionalResearch.Global (IPR.Global), the Senior Associate Dean of Academic Administration at the School of Health Sciences within the Winston-Salem State University, an Adjunct Research Professor at Western University, a Board Member of CIHC, a Member of AIHC Program Committee and Innovation Taskforce, and a Member of the Public Policy and Planning Committees of the National Academies of Practice. Dr. Khalili also serves as Associate Editor for the Journal of Interprofessional care, JIEP and HIE&P. As an internationally recognized scholar, expert, and visionary leader in the field of interprofessional education and collaborative practice (IPECP) and healthcare transformation, he has conducted (as PI & Co-I) over 20 research projects with over $7 million in funding; published over 80 journal papers/ reports and 10 books/chapters; (co)developed/standardized five IPE instruments; and presented 150+ abstracts and invited speeches. Over the years, he has received numerous teaching, research and leadership excellence awards.
Kelly Lackie
Kelly Lackie, BScN MN PhD RN CCSNE, Associate Director, Simulation-based Education and Interprofessional Education and, Assistant Professor, Dalhousie University
Sylvia Langlois
Sylvia Langlois, M Sc. Associate Director, Curriculum and Faculty Relations, Centre for Advancing Collaborative Healthcare and Education, University of Toronto, Canada
Camila Mendes da Silva Souza
Camila Mendes da Silva Souza, PhD Candidate, University of São Paulo, Brazil
Lisa-Christin Wetzlmair
Lisa-Christin Wetzlmair, B.S.c., B.A., M.P.H, PhD, University of St Andrews, Scotland, UK