Exploring the influence of rural longitudinal multidisciplinary student placements on interprofessional education and collaborative practice in South Africa
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Abstract
Background. Training health professions students along the continuum of care on the distributed training platform (DTP) is increasingly being adopted by universities across Africa to promote the development of responsive healthcare professionals. Interprofessional collaboration to meet patient needs is an integral part of this ideal. Multidisciplinary student placement on the DTP (MDTP) provides opportunities for interprofessional education (IPE). Stellenbosch University offers longitudinal undergraduate student placement at two rural MDTPs in South Africa.
Objective. The objective of this study was to explore the perceived IPE opportunities in Worcester and Upington in South Africa.
Methods. Sixteen purposively selected undergraduate students from five-degree programmes who trained in Upington or Worcester were individually interviewed in 2022 using a qualitative case study research design. Inductive thematic analysis was conducted in reflection with an independent researcher, after which data were deductively analysed using the definition of IPE to guide data coding and theme development.
Results. The value of curricular IPE activities and the need for co-curricular IPE activities focused on holistic patient care were noted. Extracurricular themes related to purposive co-ordination of accommodation, transport and social activities to promote interprofessional interaction were noted.
Conclusion. It is not always possible to purposively design IPE activities on rural MDTPs owing to financial and human resource constraints. This study offers insight into curricular, co-curricular and extracurricular facilitators for IPE in the design of learning opportunities and logistics on rural MDTPs. Recommendations for the development of future MDTPs are presented.
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