El-Awaisi Alla, Wilby Kyle John, Wilbur Kerry, El Hajj Maguy Saffouh, Awaisu Ahmed, Paravattil Bridget
College of Pharmacy, Qatar University, Doha, Qatar.
BMC Med Educ. 2017 Jan 17;17(1):15. doi: 10.1186/s12909-016-0852-5.
Interprofessional education (IPE) is an emerging concept in the Middle East with a number of health professional degree programs continually striving to meet international accreditation requirements to enhance the quality of education and ensure high standards are maintained. Using the College of Pharmacy at Qatar University (CPH QU) as a model, this article describes the IPE initiatives coordinated through the College's IPE Committee, with representation from fourteen programs at four Healthcare institutions: Qatar University; Weill Cornell Medical College in Qatar; the University of Calgary in Qatar; and the College of North Atlantic in Qatar. These activities are based on the model proposed by the University of British Columbia across the different pharmacy professional years. Learning objectives for these initiatives were selected from the IPE shared competency domains and competency statements developed for Qatar context.
A meeting with six faculty members, who have been instrumental to designing and executing the IPE activities in the previous 2 years, was convened. Faculty members reflected on IPE activities and collaborations with other participating programs. A structured SWOC (Strengths, Weaknesses, Opportunities, Challenges) framework was used to guide discussion. The discussion was recorded and notes were taken during the meeting. Raised points were categorized into each SWOC category for the final analysis.
Implementation of IPE program is a major undertaking with a number of challenges that require invested time to overcome. This article highlights the importance of incorporating IPE into healthcare curricula to graduate students ready for collaborative practice in the workforce. Learning objectives for IPE initiatives need to be based on shared competency domains. When developing and implementing an IPE program it is necessary to align activities under a strong theoretical framework. This should be done under the leadership of an IPE steering group or committee to oversee the integration of IPE into the healthcare curriculum.
The article presents many lessons learned through IPE implementation that are relevant to other academic institutions keen to incorporate IPE into their programs and also provides a successful model for integrating IPE into healthcare curricula.
跨专业教育（IPE）在中东地区是一个新兴概念，许多健康专业学位项目不断努力满足国际认证要求，以提高教育质量并确保维持高标准。本文以卡塔尔大学药学院（CPH QU）为范例，描述了通过该学院的IPE委员会协调开展的跨专业教育举措，该委员会有来自四个医疗机构的14个项目的代表：卡塔尔大学；卡塔尔威尔康乃尔医学院；卡塔尔卡尔加里大学；以及卡塔尔北大西洋学院。这些活动基于英属哥伦比亚大学针对不同药学专业年级提出的模式。这些举措的学习目标是从为卡塔尔背景制定的IPE共享能力领域和能力声明中选取的。
召开了一次与六名教员的会议，他们在过去两年中对设计和执行IPE活动起到了关键作用。教员们反思了IPE活动以及与其他参与项目的合作情况。使用结构化的SWOT（优势、劣势、机会、挑战）框架来指导讨论。讨论过程进行了记录，并在会议期间做了笔记。提出的要点被归类到每个SWOT类别中进行最终分析。
实施IPE项目是一项重大任务，面临许多需要投入时间来克服的挑战。本文强调了将IPE纳入医疗保健课程以培养出能在工作中进行协作实践的毕业生的重要性。IPE举措的学习目标需要基于共享能力领域。在制定和实施IPE项目时，有必要在强大的理论框架下使各项活动保持一致。这应该在IPE指导小组或委员会的领导下进行，以监督将IPE融入医疗保健课程的工作。
本文介绍了通过实施IPE学到的许多经验教训，这些经验教训与其他渴望将IPE纳入其项目的学术机构相关，同时也为将IPE融入医疗保健课程提供了一个成功范例。
