African Journal of Health Professions Education
The AJHPE is a bi-annual journal for health professionals. It carries research articles and letters, editorials, education practice, personal opinion and other topics related to education for health professionals. It also carries related African education-related news, obituaries, general correspondence, and classified advertisements.
|Publisher||Health and Medical Publishing Group (HMPG)|
|Coverage||Vol 1 Issue 1 2009 - current|
Reflection on an interprofessional community-based participatory research project : research - Interprofessional education, practice and research supplement
Background. A collaborative interprofessional research project that involved community members was beneficial to community development.
Objective. To draw upon the experiences of academics relating to their involvement in an interprofessional community-based participatory research (CBPR) project.
Methods. A Delphi study was applied as a self-reflective evaluation process to reach consensus on the lessons learnt from participation in a CBPR project. Round one of the Delphi employed closed-ended questions and the responses were analysed descriptively using Microsoft Excel (USA). The second round consisted mainly of open-ended questions and responses, and was analysed qualitatively. Ethical clearance was obtained from the University of the Western Cape research committee.
Results. Based on round one of the Delphi study, it became evident that recognition of the community as a unit of identity, addressing health from physical, emotional and social perspectives and formation of long-term commitments were the CBPR principles most applied. Disseminating information to all partners and facilitation of the collaborative equitable involvement of all partners in all phases of the research were the principles least applied. Themes that emerged from the second round of the Delphi included the identification of clear objectives based on the needs of the community, a shift from identification of the needs of the community to the implementation of strategies, and the creation of capacity-building opportunities for all stakeholders.
Conclusion. In a reflection on the research process, the interprofessional team of academics found that the basics of CBPR should be attended to first. A focus on clear objectives, implementation strategies and capacity building is important in CBPR.
Students' views of learning about an interprofessional world café method : research - Interprofessional education, practice and research supplement
Background. Interprofessional education (IPE) and practice were conceived as a means to improve quality of care by bringing together the health and social professions to learn and work collaboratively in teams. This collaboration in turn would assist in overcoming negative stereotypes, and promote an understanding and value of the roles of the different professions.
Objective. To highlight a specific methodology to advance the interprofessional learning of senior students across five disciplines. By sharing the views of students engaged in a world café model of IPE, the authors highlight this strategy as a new concept in instilling core competencies in students. This in turn may assist other higher education institutions in their own processes of creating interprofessional curricula opportunities.
Methods. The participants included senior students from university departments of physiotherapy, oral health, social work, pharmacy and nursing. At the conclusion of the world café sessions, students evaluated the process by means of a questionnaire, using associative group analysis methodology. The responses were analysed into themes according to questions posed to students in an evaluation questionnaire.
Results. It was evident that students understood the terminology of IPE and learnt from others in terms of their roles and responsibilities within a team. Overall, students valued the experience; however, they emphasised the need for additional authentic learning opportunities throughout their student training.
Conclusion. It is evident that although higher education institutions create opportunities for interprofessional learning, similar opportunities need to be provided in the practice setting.
Facilitating community-based interprofessional education and collaborative practice in a health sciences faculty : student perceptions and experiences : research - Interprofessional education, practice and research supplement
Background. Interprofessional education (IPE) aims at facilitating the collaborative practice of healthcare professionals. However, students have varied experiences with IPE and the collaborative practice initiatives implemented by universities.
Objective. To explore the experiences and perceptions of health science students of an IPE Collaborative practice (IPECP) intervention they had engaged in.
Methods. This qualitative study used two focus group discussions with a conveniently selected group of students who had been part of the intervention. Two researchers who were not part of the intervention conducted the interviews. The audiotaped interviews were analysed using thematic analysis. Ethical clearance for the study was received from the University of the Western Cape.
Results. Three main themes emerged from the data: the usefulness of the framework introduced as part of the intervention; engaging in interprofessional groups; and the overall impact of the intervention. The students reported that they needed introduction to the framework earlier for it to be useful. It became apparent that students need to be prepared to work in interprofessional groups. The overall intervention was perceived positively, allowing students to become aware of other students' roles.
Conclusion. The students experienced a lack of knowledge and therefore struggled with the applications of the International Classification of Functioning Disability and Health as a framework to facilitate IPECP. However, they experienced the IPECP intervention as providing structure to the clinical placements, making it a more positive experience.
Academics' knowledge and experiences of interprofessional education and practice : research - Interprofessional education, practice and research supplement
Background. Interprofessional education (IPE) can be seen as the vehicle to address the health and social problems of society through collaborative approaches. Since IPE should be facilitated by educators who are skilled in this area, faculty development initiatives should be based on the principles of IPE and collaborative practice (IPECP).
Objective. To explore academics' knowledge and experiences of IPECP.
Methods. The study used an exploratory descriptive design and the appreciative inquiry framework underpinned data gathering and analysis. The data were collected using workshops, and the participants of the workshops shared their knowledge and experiences of IPECP, which were audio-recorded and analysed using thematic analysis. Ethical clearance was obtained from the University of the Western Cape, Cape Town, South Africa.
Results. The analysis revealed three themes: knowledge of IPE; experiences of IPECP; and enablers of IPECP aligned to the dream and discovery phases of appreciative inquiry. The findings revealed that academics were knowledgeable about the concept of IPE and that their experiences with IPECP ranged from clinical supervision to research. Regarding enablers of IPECP, they provided important input, which could facilitate IPECP in a university faculty. These included competencies for IPECP, professional development and a common practice framework.
Conclusion. The academics who attended the faculty development workshops were knowledgeable about the concepts of IPECP. They concluded that for IPE to be effective, a common practice framework should be adopted in the faculty to inform specific teaching and learning strategies and outcomes.
Collaborative competency in physiotherapy students : implications for interprofessional education : research - Interprofessional education, practice and research supplement
Background. It has been suggested that improved collaborative competency in multidisciplinary teams may help understand how health professionals can address problems that no single-disciplinary expert can manage independently.
Objective. To describe the development of the ability to collaborate in a South African university physiotherapy department.
Methods. Focus group discussions and interviews were conducted with 3rd- and 4th-year physiotherapy students and lecturers, respectively. Participant responses were analysed thematically and evaluated against a self-developed framework that described the key and enabling competencies in collaboration.
Results. The study found that students and lecturers had a basic understanding of collaboration, but lacked a more comprehensive perspective. Students and lecturers suggested that group work had the potential to develop collaborative competency, but expressed concerns about task design and implementation. While interprofessional education was a required component of the curriculum, both students and lecturers questioned the value of the module as it related to collaboration. Finally, challenges to the development of collaborative competency in the clinical context were highlighted.
Conclusion. The study found that the development of collaborative competency, while recognised as important for addressing complex health needs, had several challenges that need to be addressed in order to be effective. Recommendations are provided for curriculum developers.
Using operative models (ICF and CBR) within an interprofessional context to address community needs : short report - Interprofessional education, practice and research supplement
Background. The use of conceptual frameworks has been advocated when implementing interprofessional initiatives.
Objective. To present the use of the International Classification of Functioning Disability and Health (ICF) and the community-based rehabilitation (CBR) matrix for identifying and addressing the health needs of the community.
Methods. The ICF care plan and the CBR matrix were used to conduct a retrospective document analysis. The documents were completed by interprofessional groups of students who were involved in an interprofessional community-based intervention. Data were captured on a sheet and analysed descriptively using the domains of the ICF and the CBR matrix. Ethical clearance was obtained from the University of the Western Cape, Cape Town, South Africa.
Results. A total of 30 senior nursing, physiotherapy and biokinetics students were divided into groups and interacted with five community-based groups. Each group of students completed one ICF care plan and one CBR matrix. The needs documented in the ICF care plans included impairments, activity limitations, participation restrictions and environmental challenges. Impairments included sensory, motor and psychological impairments, while activity limitations included limitations in activities of daily living and mobility. Limited social interaction and physical environment were identified as experienced environmental challenges. The interventions documented to address these needs included health promotion, prevention, medical care, skills development and facilitation of access to justice.
Conclusion. The ICF and CBR matrix can be used to facilitate students' identification of the needs of communities and the implementation of interventions to address these needs in an interprofessional manner.