Article: Towards a global partnership model in interprofessional education for cross-sector problem-solving

TitleTowards a global partnership model in interprofessional education for cross-sector problem-solving
Authors
KeywordsInterprofessional education
Partnership model
Social interaction anxiety
Issue Date20-Jun-2023
PublisherBioMed Central
Citation
BMC Medical Education, 2023, v. 23, n. 1 How to Cite?
Abstract

Objectives

A partnership model in interprofessional education (IPE) is important in promoting a sense of global citizenship while preparing students for cross-sector problem-solving. However, the literature remains scant in providing useful guidance for the development of an IPE programme co-implemented by external partners. In this pioneering study, we describe the processes of forging global partnerships in co-implementing IPE and evaluate the programme in light of the preliminary data available.

Methods

This study is generally quantitative. We collected data from a total of 747 health and social care students from four higher education institutions. We utilized a descriptive narrative format and a quantitative design to present our experiences of running IPE with external partners and performed independent t-tests and analysis of variance to examine pretest and posttest mean differences in students’ data.

Results

We identified factors in establishing a cross-institutional IPE programme. These factors include complementarity of expertise, mutual benefits, internet connectivity, interactivity of design, and time difference. We found significant pretest–posttest differences in students’ readiness for interprofessional learning (teamwork and collaboration, positive professional identity, roles, and responsibilities). We also found a significant decrease in students’ social interaction anxiety after the IPE simulation.

Conclusions

The narrative of our experiences described in this manuscript could be considered by higher education institutions seeking to forge meaningful external partnerships in their effort to establish interprofessional global health education.


Persistent Identifierhttp://hdl.handle.net/10722/340817
ISSN
2023 Impact Factor: 2.7
2023 SCImago Journal Rankings: 0.935
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorGanotice, Fraide-
dc.contributor.authorZheng, Binbin-
dc.contributor.authorNg, Pauline Yeung-
dc.contributor.authorLeung, Siu Chung-
dc.contributor.authorBarrett, Elizabeth Ann-
dc.contributor.authorChan, Hoi Yan Celia-
dc.contributor.authorChan, Chad W N-
dc.contributor.authorChan, Kit Wa Sherry-
dc.contributor.authorChan, Linda-
dc.contributor.authorChan, M K Karen-
dc.contributor.authorChan, Siu Ling Polly-
dc.contributor.authorChan, So Ching Sarah-
dc.contributor.authorChan, Esther W Y-
dc.contributor.authorChen, Julie-
dc.contributor.authorCheuk, Yuet Ying Jessica-
dc.contributor.authorChong, Yin Kei Doris-
dc.contributor.authorChow, Yin Man Amy-
dc.contributor.authorChu, Kwok Pui Jody-
dc.contributor.authorChung, Hon Yin Brian-
dc.contributor.authorHo, Shun Yee Amy-
dc.contributor.authorJen, Julienne-
dc.contributor.authorJin, Jingwen-
dc.contributor.authorKhoo, Ui Soon-
dc.contributor.authorLam, Ho Yan Angie-
dc.contributor.authorLam, May P S-
dc.contributor.authorLam, Suk Fun Veronica-
dc.contributor.authorLee, Pamela Pui-Wah-
dc.contributor.authorLee, Jetty Chung-Yung-
dc.contributor.authorLeung, Chung Yin Feona-
dc.contributor.authorLeung, Anna K Y-
dc.contributor.authorLin, Xiang-
dc.contributor.authorLiu, Rebecca K W-
dc.contributor.authorLou, Wei Qun Vivian-
dc.contributor.authorLuk, Pauline-
dc.contributor.authorNg, Lai Han Zoe-
dc.contributor.authorNg, Yee Man Alina-
dc.contributor.authorNg, Tin Wai Terry-
dc.contributor.authorSee, Lok Man Mary-
dc.contributor.authorShen, Jiangang-
dc.contributor.authorShen, Xiaoai-
dc.contributor.authorSzeto, Grace-
dc.contributor.authorTam, Eliza Y T-
dc.contributor.authorTo, Kelvin Kai-Wang-
dc.contributor.authorTso, Wan-Yee Winnie-
dc.contributor.authorVackova, Dana-
dc.contributor.authorWang, Ning-
dc.contributor.authorWang, Runjia-
dc.contributor.authorWong, Hoi Yan Gloria-
dc.contributor.authorWong, K T Janet-
dc.contributor.authorWong, M Y Anita-
dc.contributor.authorWong, Yuen Ha Janet-
dc.contributor.authorYuen, Kwan Yuk Jacqueline-
dc.contributor.authorYuen, Wai Yee Grace-
dc.contributor.authorOrlu, Mine-
dc.contributor.authorTipoe, George L-
dc.date.accessioned2024-03-11T10:47:29Z-
dc.date.available2024-03-11T10:47:29Z-
dc.date.issued2023-06-20-
dc.identifier.citationBMC Medical Education, 2023, v. 23, n. 1-
dc.identifier.issn1472-6920-
dc.identifier.urihttp://hdl.handle.net/10722/340817-
dc.description.abstract<h3>Objectives</h3><p>A partnership model in interprofessional education (IPE) is important in promoting a sense of global citizenship while preparing students for cross-sector problem-solving. However, the literature remains scant in providing useful guidance for the development of an IPE programme co-implemented by external partners. In this pioneering study, we describe the processes of forging global partnerships in co-implementing IPE and evaluate the programme in light of the preliminary data available.</p><h3>Methods</h3><p>This study is generally quantitative. We collected data from a total of 747 health and social care students from four higher education institutions. We utilized a descriptive narrative format and a quantitative design to present our experiences of running IPE with external partners and performed independent t-tests and analysis of variance to examine pretest and posttest mean differences in students’ data.</p><h3>Results</h3><p>We identified factors in establishing a cross-institutional IPE programme. These factors include complementarity of expertise, mutual benefits, internet connectivity, interactivity of design, and time difference. We found significant pretest–posttest differences in students’ readiness for interprofessional learning (teamwork and collaboration, positive professional identity, roles, and responsibilities). We also found a significant decrease in students’ social interaction anxiety after the IPE simulation.</p><h3>Conclusions</h3><p>The narrative of our experiences described in this manuscript could be considered by higher education institutions seeking to forge meaningful external partnerships in their effort to establish interprofessional global health education.</p>-
dc.languageeng-
dc.publisherBioMed Central-
dc.relation.ispartofBMC Medical Education-
dc.rightsThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.-
dc.subjectInterprofessional education-
dc.subjectPartnership model-
dc.subjectSocial interaction anxiety-
dc.titleTowards a global partnership model in interprofessional education for cross-sector problem-solving-
dc.typeArticle-
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.1186/s12909-023-04290-5-
dc.identifier.pmid37340427-
dc.identifier.scopuseid_2-s2.0-85162725838-
dc.identifier.volume23-
dc.identifier.issue1-
dc.identifier.eissn1472-6920-
dc.identifier.isiWOS:001016108200004-
dc.identifier.issnl1472-6920-

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats