CE  Vol.6 No.2 , February 2015
Interprofessional Education as a Need: The Perception of Medical, Nursing Students and Graduates of Medical College at King Abdulaziz University
ABSTRACT
Interprofessional education (IPE) is when members or students of two or more professions learn from and about each other to improve collaboration and quality of care. The aim of this study was to identify the awareness and importance of IPE among medical and nursing students and graduates at King Abdulaziz University. A cross-sectional study was conducted with fourth-year medical students, fourth-year nursing students, interns, and internal medical residents at King Abdulaziz University and hospital. A survey was completed by all the participants after they gave their consent. Participants were asked whether they knew the meaning of IPE. We explained IPE to those who did not know what it was. Then, each participant was asked to rate all 11 items on the survey with one of five choices: strongly agree, agree, undecided, disagree and strongly disagree. A total of 105 professionals participated in the study. The participants were primarily fourth-year medical and nursing students, all of whom were women. However, for the medical interns and medical residents, we included both men and women. Only 12 (11.4%) participants knew the meaning of IPE, all of whom were medical residents. The majority—77 of 103 (75%), most of whom were nursing students—responded that IPE is important. The difference between the groups was also significant (P = 0.008). In conclusion: Our study showed that our medical students and graduates valued IPE and thought that the implementation of IPE in their education would improve both patient care and health care provider satisfaction.

Cite this paper
Fallatah, H. , Jabbad, R. and Fallatah, H. (2015) Interprofessional Education as a Need: The Perception of Medical, Nursing Students and Graduates of Medical College at King Abdulaziz University. Creative Education, 6, 248-254. doi: 10.4236/ce.2015.62023.
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http://dx.doi.org/10.1080/01421590120043099

[21]   Oandasan, I., & Reeves, S. (2005). Key Elements for Interprofessional Education. Part 1: The Learner, the Educator and the Learning Context. Journal of Interprofessional Care, 19, 21-38.
http://dx.doi.org/10.1080/13561820500083550

[22]   Olenick, M., Allen, L. R., & Smego Jr., R. A. (2010). Interprofessional Education: A Concept Analysis. Advances in Medical Education and Practice, 1, 75-84.

[23]   Ponzer, S., Hylin, U., Kusoffsky, A., Lauffs, M., Lonka, K., Mattiasson, A. C., & Nordström, G. (2004). Interprofessional Training in the Context of Clinical Practice: Goals and Students’ Perceptions on Clinical Education Wards. Medical Education, 38, 727-736.
http://dx.doi.org/10.1111/j.1365-2929.2004.01848.x

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[25]   Remington, T. L., Foulk, M. A., & Williams, B. C. (2006). Evaluation of Evidence for Interprofessional Education. American Journal of Pharmaceutical Education, 70, 66.

[26]   Sweet, S. J., & Norman, I. (1995). The Nurse-Doctor Relationship: A Selective Literature Review. Journal of Advanced Nursing, 22, 165-170.
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[27]   Thistle Thwaite, J. (2012). Interprofessional Education: A Review of Context, Learning and the Research Agenda. Medical Education, 46, 58-70.
http://dx.doi.org/10.1111/j.1365-2923.2011.04143.x

[28]   WHO (2014). Framework for Action on Interprofessional Education & Collaborative Practice. WHO 2010.
http://whqlibdoc.who.int/hq/2010/WHO_HRH_HPN_10.3_eng.pdf

[29]   Al-Nozha, M. M., Al-Maatouq, M. A., Al-Mazrou, Y. Y., Al-Harthi, S. S., Arafah, M. R., Khalil, M. Z. et al. (2004). Diabetes Mellitus in Saudi Arabia. Saudi Medical Journal, 25, 1603-1610.

[30]   An RCN Literature Review. Royal College of Nurses (2007). The Impact and Effectiveness of Interprofessional Education in Primary Car. An RCN Literature Review. Royal College of Nurses. 1-28.

[31]   Barker, K. K., Bosco, C., & Oandasan, I. F. (2005). Factors in implementing interprofessional education and collaborative practice initiatives: Findings from key informant interviews. Journal of Interprofessional Care, 19, 166-176

[32]   Barr, H. (2002). Interprofessional Education. Chapter 24. Educational Strategies.
http://www.nvmo.nl/resources/js/tinymce/plugins/imagemanager/
files/20120926_HFDS24boekXX-2002_Barr-H_Interprofessional
_Education.pdf#page=29


[33]   Blue, V., Mitcham, M., Smith, T., Raymond, J., & Greenbaum, R. (2010). Changing the Future of Health Professions: Embedding Interprofessional Education within an Academic Health Center. Academic Medicine, 85, 1290-1295.
http://dx.doi.org/10.1097/ACM.0b013e3181e53e07

[34]   Bridges, D. R., Davidson, R. A., Odegard, P. S., Maki, I. V., & Tomkowiak, J. (2011). Interprofessional Collaboration: Three Best Practice Models of Interprofessional Education. Medical Education Online, 16, 6035.
http://dx.doi.org/10.3402/meo.v16i0.6035

[35]   Buring, S. M., Bhushan, A., Broeseker, A., Conway, S., Duncan-Hewitt, W., Hansen, L. et al. (2009). Interprofessional Education: Definitions, Student Competencies, and Guidelines for Implementation. American Journal of Pharmaceutical Education, 73, Article 59.
http://dx.doi.org/10.5688/aj730459

[36]   Canadian Interprofessional Health Collaborative (CIHC) (2014).
http://www.cihc.ca/

[37]   Hall, P., & Weaver, L. (2001). Interdisciplinary Education and Teamwork: A Long and Winding Road. Medical Education, 35, 867-875.
http://dx.doi.org/10.1046/j.1365-2923.2001.00919.x

[38]   Hammick, M. (2000). Interprofessional Education: Evidence from the Past to Guide the Future. Medical Teacher, 22, 461-467.
http://dx.doi.org/10.1080/01421590050110713

[39]   Hammick, M., Freeth, D., Koppel, I., Reeves, S., & Barr, H. (2007). A Best Evidence Systematic Review of Interprofessional Education: BEME Guide no. 9. Medical Teacher, 29, 735-751.
http://dx.doi.org/10.1080/01421590701682576

[40]   Hojat, M., Nasca, T. J., Cohen, M. J., Fields, S. K., Rattner, S. L., Griffiths, M. et al. (2001). Attitudes toward Physician-Nurse Collaboration: A Cross-Cultural Study of Male and Female Physicians and Nurses in the United States and Mexico. Nursing Research, 50, 123-128.
http://dx.doi.org/10.1097/00006199-200103000-00008

[41]   Horsburgh, M., Lamdin, R., & Williamson, E. (2001). Multiprofessional Learning: The Attitudes of Medical, Nursing and Pharmacy Students to Shared Learning. Medical Education, 35, 876-883.
http://dx.doi.org/10.1046/j.1365-2923.2001.00959.x

[42]   Humphris, D. (2007). Multiprofessional Working, Interprofessional Learning and Primary Care: A Way Forward? Contemporary Nurse, 26, 48-55.
http://dx.doi.org/10.5172/conu.2007.26.1.48

[43]   Julio, F., Chen, L., Bhutta, Z. A., Cohen, J., Crisp, N., Evans, T. et al. (2010). Health Professionals for a New Century: Transforming Education to Strengthen Health Systems in an Interdependent World. The Lancet, 376, 1923-1958.
http://dx.doi.org/10.1016/S0140-6736(10)61854-5

[44]   Levisohn, D. (2003). CHMS. Council of Heads of Medical Schools and Dean of UK Faculty’s Position Paper. Interprofessional Education.
http://www.medschools.ac.uk/AboutUs/Projects/Documents/
Interprofessional%20Education.pdf


[45]   Lumague, M., Morgan, A., Mak, D., Hanna, M., Kwong, J., Cameron, C. et al. (2006). Interprofessional Education: The Student Perspective. Journal of Interprofessional Care, 20, 246-253.
http://dx.doi.org/10.1080/13561820600717891

[46]   Mandy, A., Milton, C., & Mandy, P. (2004). Professional Stereotyping and Interprofessional Education. Learning in Health and Social Care, 3, 154-170.
http://dx.doi.org/10.1111/j.1473-6861.2004.00072.x

[47]   Middle East Respiratory Syndrome Coronavirus (MERS-CoV)—Saudi Arabia.
http://www.who.int/csr/don/archive/country/sau/en/

[48]   Mires, G., Williams, F., Harden, R., & Howie, P. (2001). The Benefits of a Multiprofessional Education Programme Can Be Sustained. Medical Teacher, 23, 300-304.
http://dx.doi.org/10.1080/01421590120043099

[49]   Oandasan, I., & Reeves, S. (2005). Key Elements for Interprofessional Education. Part 1: The Learner, the Educator and the Learning Context. Journal of Interprofessional Care, 19, 21-38.
http://dx.doi.org/10.1080/13561820500083550

[50]   Olenick, M., Allen, L. R., & Smego Jr., R. A. (2010). Interprofessional Education: A Concept Analysis. Advances in Medical Education and Practice, 1, 75-84.

[51]   Ponzer, S., Hylin, U., Kusoffsky, A., Lauffs, M., Lonka, K., Mattiasson, A. C., & Nordstr?m, G. (2004). Interprofessional Training in the Context of Clinical Practice: Goals and Students’ Perceptions on Clinical Education Wards. Medical Education, 38, 727-736.
http://dx.doi.org/10.1111/j.1365-2929.2004.01848.x

[52]   Reeves, S., Zwarenstein, M., Goldman, J., Barr, H., Freeth, D., Hammick, M. et al. (2013). Interprofessional Education: Effects on Professional Practice and Health Care Outcomes. Cochrane Database of Systematic Reviews, 3, CD002213.

[53]   Remington, T. L., Foulk, M. A., & Williams, B. C. (2006). Evaluation of Evidence for Interprofessional Education. American Journal of Pharmaceutical Education, 70, 66.

[54]   Sweet, S. J., & Norman, I. (1995). The Nurse-Doctor Relationship: A Selective Literature Review. Journal of Advanced Nursing, 22, 165-170.
http://dx.doi.org/10.1046/j.1365-2648.1995.22010165.x

[55]   Thistle Thwaite, J. (2012). Interprofessional Education: A Review of Context, Learning and the Research Agenda. Medical Education, 46, 58-70.
http://dx.doi.org/10.1111/j.1365-2923.2011.04143.x

[56]   WHO (2014). Framework for Action on Interprofessional Education & Collaborative Practice. WHO 2010.
http://whqlibdoc.who.int/hq/2010/WHO_HRH_HPN_10.3_eng.pdf

 
 
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