This study illustrates a strong agreement of the participants about readiness for IPE as well as positive perspectives to implement this insightful educational model into the medical and health sciences curricula. The findings of our research endorse previous reports that validate the readiness to accept IPE program [25] [26]. The presence of positive attitude towards IPE signifies a clear understanding and mandates the incorporation of IPE initiatives within institutional frameworks. Kapur et al., have deduced that collaborative discussion and sharing of information offer the learners a unique chance for reflection and empower them to take crucial decisions [27]. The educational climate including IPE enlightens learning experience of the students that encourages them to respect and recognize roles and responsibilities amongst team members [28]. This approach certainly enables teamwork and collaboration with positive effect on the quality of patient care.
This study demonstrates a maximum agreement by the respondents for statements 2, 3, and 7 as shown by medians of 5 (Table 1). Statements 2 and 3 illustrate significance of IPE in understanding and solving patients’ problems. This reaffirms significance of IPE and practice in that strives to manage a host of medical ailments when professionals from various disciplines join their hands together in medical field. By practicing multi-disciplinary teamwork, not only responsibilities are shared, but also the changes of medical errors are minimized [29]. Bartaw et al., have argued that a standardized approach by a specialized and multidisciplinary team can substantially reduce the incidence of complications and ends up with better patient outcomes [30]. Our study cohort has also shown a maximum agreement with the positive influence of IPE in small group learning that helps enhance trust and respect among the learners. Small group learning has been shown to enhance the acquisition of knowledge and professional skills of the students that leads to active life-long learning [31]. Interestingly, Laal and Ghodsi have introduced four major benefits of small group learning; social (inspirational environment for practicing cooperation), psychological (reduces stress and increases learner’s self-esteem), academic (improves academic performance and critical thinking skills), and assessment (applying diverse assessment techniques for holistic assessment) [32]. However, the authors have cautioned that such milestones need expertise and a positive attitude towards implementing IPE program in medical curricula.
Current study has identified three broad educational domains of IPE; prior knowledge, framework and implementation of IPE. In their review article, Hall and Zierler have provided a framework for developing and implementing IPE program [33]. To start with, the authors have suggested to secure a commitment by institutional leadership, followed by drafting context-based learning objectives. Then a well-structured faculty development program should be introduced. The authors have concluded that outcomes should be carefully measured during the process of implementing IPE and educators should be able to establish robust links between theory and practice. Employing diverse teaching pedagogies such as lecturing, small group work, immersion participation in IPE, embedding new IPE projects, and peer-assisted learning. Unfortunately, as of today, a number of practicing health professionals have little or no exposure to IPE exercises during their training. Consequently, faculty development program as well as work-place based education using technology are vital training tools that can facilitate successful embedding of new IPE module for effective teaching and learning [34] [35].
Key themes that emerged from our study included benefits of IPE such as better communication, elimination of hierarchy, inspiration from others and awareness of patients’ needs (Fig. 3). However, lack of role clarity, information overload and less focused teaching strategies have been shown to be disadvantageous in IPE philosophy. In terms of positive perspectives of IPE, our study cohort has agreed on building friendships, patients’ needs and proactive and active learning. These findings reinforce the perception that IPE strengthens professional ties, helps understand and resolve patient’s problems and facilitates active learning [36]. In contrast, our cohort has also signaled some negative aspects of IPE; multiple things at once and losing depth. Competing interests from other professions, inclination of learners to learn more from their major topics and multi-tasking have been shown to undermine true essence of IPE practice [37] [38]. From educators’ perspectives, embedding a new IPE into the existing curricula and increasing faculty workload also challenge a smooth induction of IPE program. Provision of adequate resources, rescheduling faculty time, institutional support and horizontal and vertical induction of IPE modules into the curriculum can overcome these shortcomings [39].
Study limitations
This study provides a comprehensive account of students’ perceptions of IPE with a reasonably high response rate to RIPLS survey as well as focus group discussion. This provides a substantial insight into the opinions and viewpoints of the students. Nevertheless, since the findings of this study are self-reported perceptions and behaviors, the results cannot be interpreted in a context based situation. Furthermore, since the majority of the recruited population were female students, external validity of this research might have been compromised. Lastly, study on limited medical disciplines may limit validation of results of this study.