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


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.


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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.
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.


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