Nawagi Faith, Munabi Ian Guyton, Vyt Andre, Kiguli Sarah, Rabin Tracy, Waggie Firdouza, Mubuuke Aloysius Gonzaga
School of Medicine, Makerere University College of Health Sciences, Kampala, Uganda.
School of Biomedical Sciences, Makerere University College of Health Sciences, Kampala, Uganda.
Front Med (Lausanne). 2023 Oct 18;10:1225475. doi: 10.3389/fmed.2023.1225475. eCollection 2023.
International electives provide a learning platform where interprofessional education and collaborative practice (IPECP) skills can be cultivated. However, hardly any frameworks to guide the implementation of interprofessional education (IPE) during international electives, especially in the context of low-income settings have been published. To address this gap, this study used the modified Delphi approach to develop an IPE framework guide for international electives to be used by health professions training institutions in Sub-Saharan Africa.
A rapid literature review and a study among students and faculty in four African health professional training institutions were done to inform the process. This was followed by the modified Delphi technique that used three Delphi rounds with a panel of eight experts to build consensus on the final framework for IPE during international electives. The level of consensus was set at ≥70% on each of the statements in all rounds.
Out of the 52 statements in round 1 ( = 37, 71%) reached consensus while ( = 15, 29%) of the statements did not reach consensus and were discussed in round 2. Round 2 led to 42 statements to be utilized for round 3. In round 3, all statements (42) reached a consensus and an IPE framework to guide the implementation of international electives was developed. The framework consists of three sections. Section one highlights the various IPECP competencies to be gained by learners in the areas of teamwork, interprofessional communication, roles and responsibilities of interprofessional collaborative practice, values and ethics of interprofessional collaboration, and reflection and evaluation of oneself and the team. Section two gives guidance on the structuring of the IPE international electives in health professional training institutions. This includes subsections on operational/institutional needs, acculturation considerations, teaching strategies, assessment strategies, mode of delivery, and public health considerations. Section three consists of the various practical guides and approaches that health professional training institutions could use according to what works best in their setting.
The modified Delphi technique was an adequate approach to aid the development of an IPE framework to guide implementation during international electives in various health professional training institutions.
国际选修课程提供了一个学习平台，可在其中培养跨专业教育与协作实践（IPECP）技能。然而，几乎没有任何指导国际选修课程期间跨专业教育（IPE）实施的框架发表，尤其是在低收入环境背景下。为填补这一空白，本研究采用改良德尔菲法为撒哈拉以南非洲的卫生专业培训机构制定了一份国际选修课程的IPE框架指南。
进行了快速文献综述，并对四个非洲卫生专业培训机构的学生和教师进行了一项研究，以为该过程提供信息。随后采用改良德尔菲技术，与一个由八位专家组成的小组进行三轮德尔菲调查，就国际选修课程期间IPE的最终框架达成共识。所有轮次中各陈述的共识水平设定为≥70%。
第一轮的52条陈述中，37条（71%）达成了共识，而15条（29%）未达成共识，并在第二轮中进行了讨论。第二轮导致42条陈述用于第三轮。在第三轮中，所有42条陈述均达成了共识，并制定了一个指导国际选修课程实施的IPE框架。该框架由三个部分组成。第一部分强调学习者在团队合作、跨专业沟通、跨专业协作实践的角色与职责、跨专业协作的价值观与伦理以及自我与团队的反思与评估等领域应获得的各种IPECP能力。第二部分就卫生专业培训机构中IPE国际选修课程的结构提供指导。这包括关于运营/机构需求、文化适应考量、教学策略、评估策略、授课方式以及公共卫生考量的子部分。第三部分包含卫生专业培训机构可根据其所在环境中最有效的方式使用的各种实用指南和方法。
改良德尔菲技术是一种适当的方法，有助于制定一个IPE框架，以指导各卫生专业培训机构在国际选修课程期间的实施。
