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. 2022 May 5:42:4.
doi: 10.11604/pamj.2022.42.4.32732. eCollection 2022.

Attitudes towards interprofessional education and associated factors among faculty at the college of health sciences in a public university in Kenya: a cross-sectional study

Rosemary Kawira Kithuci  1 , Drusilla Makworo  1 , Albanus Mutisya  1 , Justus Simba  2 , Patrick Mburugu  2
Affiliations

Attitudes towards interprofessional education and associated factors among faculty at the college of health sciences in a public university in Kenya: a cross-sectional study

Rosemary Kawira Kithuci et al. Pan Afr Med J. .

Abstract

Introduction: conforming health professional´s curricula and training to emerging needs and exponential growth in medical information and education is key. Interprofessional education is one such conformity. Faculty attitudes towards interprofessional education is a good predictor to their engagement. The study purpose is to determine attitudes of faculty and associated factors towards interprofessional education (IPE) at the College of Health Sciences of Jomo Kenyatta University of Agriculture and Technology.

Methods: a cross-sectional study among 71 faculty was conducted. A 5-point Likert scale with three attitude subscales on IPE were used to collect data using stratified sampling method. Attitude was dichotomized with >75% as cut-off for positive attitude. Data was analyzed using SPSS version 25.0 software at 95% confidence level. Logistic regression was used to identify relationship between bio-demographic characteristics and attitude of faculty.

Results: there were more male faculty than females and the mean age was 42 years. The overall attitude score was positive (124.46 >75%), with attitudes of faculty towards IPE in academic settings subscale yielding negative attitude score (36.86 <75%). Age, gender, academic position, and expertise level were not significant in influencing faculty´s attitude. Application of interprofessional education was significant (P=0.036), with faculty who had applied Interprofessional education at the college more likely to have positive attitudes.

Conclusion: faculty have overall positive attitudes towards interprofessional education but negative attitudes towards subscale 3-interprofessional education in academic settings. Behavior change training and IPE sensitization to avert negative attitudes among faculty is recommended.

Keywords: Interprofessional education; curriculum; faculty; positive attitudes.

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Conflict of interest statement

The authors declare no competing interests.

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