Ahmady Soleiman, Mirmoghtadaie Zohrehsadat, Rasouli Davood
Department of Medical Education, School of Medical Education, Shahid Beheshti University of Medical Sciences, Tehran, Iran.
Department of Virtualization in Medical Education, Virtual School, Tehran University of Medical Sciences, Tehran, Iran.
Adv Med Educ Pract. 2020 Mar 23;11:227-236. doi: 10.2147/AMEP.S236645. eCollection 2020.
Changes in the structure and nature of health care highlight the need for better collaboration between professions focusing on patient or health-care users. Interprofessional education (IPE) has attracted a lot of attention at the international level, and its positive consequences in different areas of health care have been investigated and approved. This study explored the opinions and viewpoints of professors and experts regarding the challenges to the implementation of interprofessional education in health profession education in Iran in 2018.
This qualitative study was conducted with 15 IPE professors and experts using semi-structured interviews. We used an inductive approach to content analysis as developed by Elo et al. The interviews were analyzed using Graneheim and Lundman method by MAXQDA software version 12.
The main challenges to the implementation of IPE were categorized into educational system, structural and cultural challenges. The educational challenges were the professors' lack of ability, a non-flexible and single-disciplined curriculum, and weaknesses in the current education. The professors and experts felt that the most important structural challenges included centralism, hierarchy of power, poor educational groundwork, and lack of support of organizations. Cultural challenges mainly related to the attitudes of managers, professors, and even students regarding IPE and the need for change.
Designing and implementing IPE in Iran face major challenges. Cultural and attitude issues were the greatest challenges to be addressed in the context of implementing IPE in health-care education.
医疗保健结构和性质的变化凸显了专注于患者或医疗保健使用者的各专业之间加强合作的必要性。跨专业教育（IPE）在国际层面引起了广泛关注，其在医疗保健不同领域的积极影响已得到研究和认可。本研究探讨了2018年伊朗卫生专业教育中教授和专家对跨专业教育实施挑战的看法和观点。
本定性研究对15名跨专业教育教授和专家进行了半结构化访谈。我们采用Elo等人开发的归纳法进行内容分析。访谈通过MAXQDA 12版软件，采用Graneheim和Lundman方法进行分析。
跨专业教育实施的主要挑战分为教育系统、结构和文化挑战。教育挑战包括教授能力不足、课程缺乏灵活性和单一学科性以及当前教育的薄弱环节。教授和专家认为，最重要的结构挑战包括集权、权力等级制度、教育基础薄弱以及组织缺乏支持。文化挑战主要涉及管理人员、教授甚至学生对跨专业教育的态度以及变革的必要性。
在伊朗设计和实施跨专业教育面临重大挑战。文化和态度问题是在医疗保健教育中实施跨专业教育背景下需要解决的最大挑战。
