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. 2023 Jun 20;23(1):457.
doi: 10.1186/s12909-023-04290-5.

Towards a global partnership model in interprofessional education for cross-sector problem-solving

Fraide Ganotice Jr  1 , Binbin Zheng  1 , Pauline Yeung Ng  2 , Siu Chung Leung  3 , Elizabeth Ann Barrett  4 , Hoi Yan Celia Chan  5 , Chad W N Chan  6 , Kit Wa Sherry Chan  7 , Linda Chan  1   8   9 , M K Karen Chan  4 , Siu Ling Polly Chan  10 , So Ching Sarah Chan  1 , Esther W Y Chan  11 , Julie Chen  1   8 , Yuet Ying Jessica Cheuk  10 , Yin Kei Doris Chong  6 , Yin Man Amy Chow  5 , Kwok Pui Jody Chu  11 , Hon Yin Brian Chung  12 , Shun Yee Amy Ho  4 , Julienne Jen  13 , Jingwen Jin  14 , Ui Soon Khoo  15 , Ho Yan Angie Lam  10 , May P S Lam  11 , Suk Fun Veronica Lam  10 , Pamela Pui-Wah Lee  12 , Jetty Chung-Yung Lee  16 , Chung Yin Feona Leung  17 , Anna K Y Leung  11 , Xiang Lin  17 , Rebecca K W Liu  1 , Wei Qun Vivian Lou  5 , Pauline Luk  1 , Lai Han Zoe Ng  10 , Yee Man Alina Ng  10 , Tin Wai Terry Ng  18 , Lok Man Mary See  10 , Jiangang Shen  17 , Xiaoai Shen  1 , Grace Szeto  19 , Eliza Y T Tam  11 , Kelvin Kai-Wang To  20 , Wan-Yee Winnie Tso  12 , Dana Vackova  21 , Ning Wang  17 , Runjia Wang  1 , Hoi Yan Gloria Wong  5 , K T Janet Wong  11 , M Y Anita Wong  4 , Yuen Ha Janet Wong  10 , Kwan Yuk Jacqueline Yuen  2 , Wai Yee Grace Yuen  10 , Mine Orlu  22 , George L Tipoe  23
Affiliations

Towards a global partnership model in interprofessional education for cross-sector problem-solving

Fraide Ganotice Jr et al. BMC Med Educ. .

Abstract

Objectives: A partnership model in interprofessional education (IPE) is important in promoting a sense of global citizenship while preparing students for cross-sector problem-solving. However, the literature remains scant in providing useful guidance for the development of an IPE programme co-implemented by external partners. In this pioneering study, we describe the processes of forging global partnerships in co-implementing IPE and evaluate the programme in light of the preliminary data available.

Methods: This study is generally quantitative. We collected data from a total of 747 health and social care students from four higher education institutions. We utilized a descriptive narrative format and a quantitative design to present our experiences of running IPE with external partners and performed independent t-tests and analysis of variance to examine pretest and posttest mean differences in students' data.

Results: We identified factors in establishing a cross-institutional IPE programme. These factors include complementarity of expertise, mutual benefits, internet connectivity, interactivity of design, and time difference. We found significant pretest-posttest differences in students' readiness for interprofessional learning (teamwork and collaboration, positive professional identity, roles, and responsibilities). We also found a significant decrease in students' social interaction anxiety after the IPE simulation.

Conclusions: The narrative of our experiences described in this manuscript could be considered by higher education institutions seeking to forge meaningful external partnerships in their effort to establish interprofessional global health education.

Keywords: Interprofessional education; Partnership model; Social interaction anxiety.

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Conflict of interest statement

The authors report no conflict of interests.

Figures

Fig. 1
Fig. 1
The Online IPECP Model
Fig. 2
Fig. 2
Comparison of means among disciplines on engagement (IPE Dementia, 2022)
Fig. 3
Fig. 3
Comparison of means among disciplines on relatedness (IPE Dementia, 2022)
Fig. 4
Fig. 4
Comparison of means among disciplines on engagement (IPE Fracture, 2022)
Fig. 5
Fig. 5
Comparison of means among disciplines on relatedness (IPE Fracture, 2022)
See this image and copyright information in PMC

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