Exploring factors influencing implementation of interprofessional education in undergraduate healthcare programmes: a multiple-case study

ABSTRACT

Interprofessional education (IPE) can help prepare future graduates to work collaboratively in healthcare teams. Using a multiple-case study approach, we explored IPE across four United Kingdom (UK) Higher Education Institutions (HEIs) to identify factors affecting IPE implementation and outcomes. For each site, educators involved with IPE were surveyed and interviewed to explore IPE implementation. To examine outcomes, students took part in focus groups and accreditation reports published by professional regulators were explored. A total of five IPE courses were surveyed, six IPE leads were interviewed, three focus groups were conducted with students, and sixteen reports were reviewed. Regulators’ standards mandating IPE and directives by the Deans were the main triggers for IPE initiation. In sites where the regulator’s standards were perceived by educators as non-mandating IPE, some staff were less inclined to engage with IPE initiation, which adversely affected IPE planning and delivery. Students from such sites were less satisfied with their IPE experiences and uncertain about the purpose of IPE. Senior management (i.e. Dean) commitment and support is needed to establish IPE initiatives across the institution and cultivate a collaborative culture. The presence of a collaborative culture was associated with positive feedback from regulators and students regarding IPE.

KEYWORDS:

• Interprofessional education
• IPE implementation
• factors influencing IPE
• undergraduates

Acknowledgments

We would like to thank all IPE leads and students who took part in the study.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Supplementary material

Supplemental data for this article can be accessed online at https://doi.org/10.1080/13561820.2023.2289508

Additional information

Funding

We would like to acknowledge the Deanship of Scientific Research at Taif University, Saudi Arabia, for funding this work.

Notes on contributors

Mohra Aladwani

Mohra Aladwani is an assistant professor in Clinical Pharmacy Department at Taif University. Dr Aladwani received her Master of Pharmacy degree from University College of London (UK) in 2014, MSc in Clinical Pharmacy and International Policy and Practice, and PhD in Interprofessional Education and Collaborative Practice from the University of Manchester (UK) in 2023.

Ali Hindi

Ali Hindi is is a lecturer in Pharmacy Practice. He has considerable experience with quantitative and qualitative research in primary care/community pharmacy workforce and relevant education and training.

Ann Wakefield

Ann Wakefield is a professor of Nursing Education and a principal Fellow of the Higher Education Academy, and she published a series of educational research projects in IPE.

Sarah Willis

Sarah Willis is a senior lecturer in Healthcare Management and her research experience involves the scholarship of teaching and learning, and in the role of education and training in the development of the healthcare workforce.

Jason Hall

Jason Hall is is a professor of Pharmacy Education and currently is the Head of Drug Usage and Pharmacy Practice Group (DUPP), and has research experience in non-medical prescribing decision making, teaching and assessing professionalism and IPE.