The perspectives of first-year students on interprofessional education as a vehicle for achieving Sustainable Development Goal 3

Main Article Content

L Africa
G C Filies
C O N Oghenetega

Abstract





Background. The 2030 Agenda for Sustainable Development is a blueprint for world peace and prosperity. The 17 Sustainable Development Goals (SDGs) in the agenda are to be met by the governments of both developed and developing countries. Interprofessional education (IPE) may be regarded as a mechanism for achieving SDG 3.


Objectives. To investigate how students perceive an interprofessional first-year curriculum that contributes to the accomplishment of SDG 3.


Methods. The study design was focused on consensus-building strategies. The students’ perceptions of the IPE part of the first-year module were measured on a 4-point Likert scale.


Results. Students agreed that the content in the interprofessional module is suitable to promote teamwork skills and learning. There was no consensus regarding their understanding of the role of their own profession in an interprofessional team. Participants agreed that IPE helps students learn, encourages teamwork, and is good for both patients and themselves as future healthcare workers.


Conclusion. IPE in health professions education has many benefits and can be seen as a vehicle to reach SDG 3, which aims to improve the health and wellbeing of all people at all ages.





Downloads

Download data is not yet available.

Article Details

How to Cite
The perspectives of first-year students on interprofessional education as a vehicle for achieving Sustainable Development Goal 3. (2024). African Journal of Health Professions Education, 16(2), e918. https://doi.org/10.7196/AJHPE.2024.v16i2.918
Section
Research Articles
Author Biographies

G C Filies, Interprofessional Education Unit, Faculty of Community and Health Sciences, University of the Western Cape, Cape Town, South Africa

 

 

C O N Oghenetega, School of Pharmacy, University of the Western Cape, Cape Town, South Africa

 

 

How to Cite

The perspectives of first-year students on interprofessional education as a vehicle for achieving Sustainable Development Goal 3. (2024). African Journal of Health Professions Education, 16(2), e918. https://doi.org/10.7196/AJHPE.2024.v16i2.918

References

Heymans J, Besiktepe S, Boeuf G, et al. Navigating the Future V: Marine science for a sustainable future. European Marine Board, June 2019. https://doi.org/10.5281/zenodo.2809392

United Nations Development Program. Sustainable Development Goals. https://www.undp.org/sustainable- development-goals (accessed 16 April 2020).

WoolcockM.Enhancingpublichealthoutcomesindevelopingcountries:Fromgoodpoliciesandbestpracticesto better implementation. Scand J Public Health 2018;14(22_Suppl):10-18. https://doi.org/10.1177/1403494818765690 4. Moore J. Seven recommendations for creating sustainability education at the university level. Int J Sustain High

Educ 2005;6(4):326-339. https://doi.org/10.1108/14676370510623829

Primrose K, Alexander CR. Curriculum development and implementation: Factors contributing towards

curriculum development in Zimbabwe higher education system. Eur Soc Sci Res J 2013;1(1):55-65.

World Health Organization. Targets of Sustainable Development Goal 3. 2023. https://www.who.int/europe/ about-us/our-work/sustainable-development-goals/targets-of-sustainable-development-goal-3 (accessed 5 June

.

World Health Organization. Framework for action on interprofessional education & collaborative practice.

September 2010. https://www.who.int/publications/i/item/framework-for-action-on-interprofessional-education-

collaborative-practice (accessed 16 April 2020).

Centre for the Advancement of Interprofessional Education (CAIPE). CAIPE Statement of Purpose. 2016, review

September 2019. https://www.caipe.org/resource/CAIPE-Statement-of-Purpose-2016.pdf (accessed 7 March 2021). 9. Filies GC, Kock-Africa L. Adapting the learning environment of a first year interprofessional module towards

collaborative-ready graduates. Nurse Educ Today 2022;119:105599. https://doi.org/10.1016/j.nedt.2022.105599 10. CooperH,CarlisleC,GibbsT,WatkinsC.Developinganevidencebaseforinterdisciplinarylearning:Asystematic

review. J Adv Nurs 2001;35(2):228-237. https://doi/10.1046/j.1365-2648.2001.01840.x

HoelA,DahlT.Whybother?Studentmotivationtoparticipateinstudentevaluationsofteaching.AssessEval

High Educ 2018;44(3):361-378. https://doi/10.1080/02602938.2018.1511969

Faulconer E, Griffith JC, Frank H. If at first you do not succeed: Student behavior when provided feedforward

with multiple trials for online summative assessments. Teach High Educ 2021;26(4):586-601. https://doi.org/

1080/13562517.2019.1664454

Brooman S, Darwent S, Pimor A. The student voice in higher education curriculum design: Is there value in listening? Innov Educ Teach Int 2015;52(6):663-674. https://doi.org/10.1080/14703297.2014.910128

Chen Y, Hoshower LB. Student evaluation of teaching effectiveness: An assessment of student perception and motivation. Assess Eval High Educ 2003;28(1):71-88. https://doi.org/10.1080/02602930301683

Hsu CC, Sandford BA. The Delphi technique: Making sense of consensus. Pract Assess Res Eval 2007;12:10. https://doi.org/10.7275/pdz9-th90

Berk RA. Top 10 Flashpoints in Student Ratings and the Evaluation of Teaching: What Faculty and Administrators Must Know to Protect Themselves in Employment Decisions. Sterling, Va., USA: Stylus Publishing, 2013:66-72.

Sekaran U. Research Methods for Business: A Skill Building Approach. Chichester, UK: John Wiley & Sons, 2003.

Van Dusen B, Nissen JM. Criteria for collapsing rating scale responses: A case study of the CLASS. Presented at the Physics Education Research Conference 2019, Provo, Utah, USA, 24 - 25 July 2019. https://www. per-central.org/conferences/2019/#:~:text=In%20PERC%202019%2C%20we%20seek,fields%20with%20 connections%20to%20outreach (accessed 5 June 2023).

Lange T, Kopkow C, Lützner J, et al. Comparison of different rating scales for the use in Delphi studies: Different scales lead to different consensus and show different test-retest reliability. BMC Med Res Methodol 2020;20(1):28. https://doi.org/10.1186/s12874-020-0912-8

Sebastian J, Eaton M. Validating a SMIIL: Development and initial validation of a Scale Measuring the Impact of Interprofessional Learning (SMIIL). J Interprof Care 2022;36(3):441-448. https://doi.org/10.1080/135618 20.2021.1938520

Brashers V, Erickson JM, Blackhall L, Owen JA, Thomas SM, Conaway MR. Measuring the impact of clinically relevant interprofessional education on undergraduate medical and nursing student competencies: A longitudinal mixed methods approach. J Interprof Care 2016;30(4):448-457. https://doi.org/10.3109/13561820.2016.1162139

Artino AR, Rochelle J, Dezee KJ, Gehlbach H. Developing questionnaires for educational research: AMEE Guide No. 87. Med Teach 2014;36(6):463-474. https://doi.org/10.3109/0142159X.2014.889814

Carney PA, Thayer EK, Palmer R, Galper AB, Zierler B, Eiff MP. The benefits of interprofessional learning and teamwork in primary care ambulatory training settings. J Interprof Educ Pract 2019;15:119-126. https://doi. org/10.1016/j.xjep.2019.03.011

Kahlili H, Thistlethwaite J, El-Awaisi A, et al. Guidance on global interprofessional education and collaborative practice research: Discussion paper. A joint publication by InterprofessionalResearch.Global and Interprofessional. Global, 18 October 2019. https://interprofessionalresearch.global/wp-content/uploads/2019/10/Guidance-on- Global-Interprofessional-Education-and-Collaborative-Practice-Research_Discussion-Paper_FINAL-WEB.pdf (accessed 5 June 2023).

Towle A, Godolphin W. Patients as educators: Interprofessional learning for patient-centred care. Med Teach 2013;35(3):219-225. https://doi.org/10.3109/0142159X.2012.737966

Orchard CA, Curran V, Kabene S. Creating a culture for interdisciplinary collaborative professional practice. Med Educ Online 2005;10(1):4387. https://doi.org/10.3402/meo.v10i.4387

Green B, Johnson C. Interprofessional collaboration in research, education, and clinical practice: Working together for a better future. J Chiropr Educ 2015;29(1):1-10. https://doi.org/10.7899/JCE-14-36

Littlechild B, Smith R. A Handbook for Interprofessional Practice in the Human Services: Learning to Work Together. London: Routledge, 2013.

Bhargava R, Galan-Muros V. University health hubs can help us meet the Sustainable Development Goals. World Economic Forum, 22 September 2022. https://www.weforum.org/agenda/2022/09/university-hubs-sustainable- development-goals/ (accessed 5 June 2023).

Most read articles by the same author(s)

1 2 3 4 5 6 7 8 > >>