The International Classification of Functioning, Disability and Health Framework as a strategy to promote interprofessional collaboration during rural training in South Africa

BACKGROUND

Interprofessional education (IPE) is a process of learning where different health care professions learn with, from and about each other to improve the quality of care and services. Despite being essential in health professions education, it is unclear how IPE is embedded in undergraduate (UG) student training. The International Classification of Functioning, Disability and Health (ICF) Framework is recommended to provide a shared language in health care and as a common care framework for health and social professions. There is a need to explore the impact of using the ICF Framework in collaborative clinical discussions on promoting IPE, which could offer insight into embedding IPE into existing curricula.

AIM

This study aimed to explore the perceived value of using the ICF Framework to promote IPE before, during and after students’ clinical training in two rural settings in 2021.

METHODS

A descriptive study was conducted at two rural clinical training sites where the ICF Framework was used during collaborative patient care discussions by students from various degree programmes in the health sciences. Whole population sampling was used, and participant responses were captured through an online open-ended survey questionnaire. Qualitative data relating to ICF exposure along the continuum of learning and the influence thereof on IPE were collected and deductively analysed. A structured matrix of analysis was developed using the definition of IPE as a theoretical framework.

FINDINGS

The response rate was 30%. Participants reported that using the ICF Framework as an interprofessional team was more valuable as compared to using it in isolation. Continued use of the ICF Framework to promote interprofessional collaboration after exposure was reported by participants. This article highlights the value of a proposed IPE-ICF theoretical framework that can be used as a tool along the continuum of learning and as a guide on multiple platforms in health professions curricula to promote interprofessional education and collaborative practice.

CONCLUSION

Using the ICF Framework during collaborative interprofessional team discussions provides an opportunity to embed IPE into an existing curriculum. Recommendations include the introduction of the ICF Framework early during undergraduate and consistently throughout training in interprofessional groups, introducing the ICF Framework into clinical learning activities.