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. 2022;49(2):185-197.
doi: 10.55320/mjz.49.2.1118.

Application of Interprofessional Education Model to University Pre-Licensure Health Students in the Management of Chronic Care Conditions in Zambia

Emmanuel M Musenge  1 , Selestine H Nzala  2 , Marjorie Kabinga-Makukula  1 , Ruth Wahila  1 , Penelope Machona  2 , Aubrey C Kalungia  3 , Harrison Daka  2 , Micah Simpamba  3 , Mercy M Imakando  4 , Violet Kayamba  2 , Victoria Mwiinga-Kalusopa  1 , George Soko  5 , Moses C Simuyemba  6 , Linda Kampata-Olowski  6 , Cosmas Zyambo  6 , Patricia Katowa-Mukwato  1 , Micheal Chigunta  2 , Masauso M Phiri  2 , Christabell Mwiinga  2 , Concepta Kwaleyela  7 , Trevor Kaile  2 , Bellington Vwalika  2 , Elliot Kafumukache  2 , Margaret C Maimbolwa  1 , Fastone M Goma  2
Affiliations

Application of Interprofessional Education Model to University Pre-Licensure Health Students in the Management of Chronic Care Conditions in Zambia

Emmanuel M Musenge et al. Med J Zambia. 2022.

Abstract

Background: There is evidence that multidisciplinary healthcare teams can provide better quality of care and treatment outcomes compared to that delivered by individuals from a single health discipline. The project on which this article is based applied the interprofessional education model to university pre-licensure health students in the management of chronic care conditions in Zambia.

Methods: Four distinct but interrelated approaches, namely desk review; module development workshops; review and validation of modules by experts; piloting and review of the training modules were employed.

Results: Several models of interprofessional education currently in existence and used successfully by higher education institutions in other settings were identified. While several models of Interprofessional Education were identified, our project adapted the "didactic program, community-based experience, and interprofessional-simulation experience" models. To apply the models, modules of seven chronic care conditions were developed and piloted. The extent to which the module activities promoted interprofessional education were rated between 74 - 87% (agree or strongly agree) by the students.

Conclusion: Three models of Interprofessional Education were identified and adapted in the project, and seven modules were developed and administered to the students. The process was effective for putting forth an interprofessional training program at the undergraduate level, with the potential to improve quality of care for patients.

Keywords: Chronic Care Conditions; Interprofessional Collaboration; Interprofessional Education; Multidisciplinary Health Care Teams; Training Modules.

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Conflict of interest statement

CONFLICT OF INTEREST The authors declare that they have no competing interests.

Figures

Figure 1:
Figure 1:
Flowchart for the Desk Review
See this image and copyright information in PMC

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