Shifting Interprofessional Education Pedagogies: Lessons and Implications for Africa

Abstract

Introduction: Although several theoretical guidelines and evaluations exist for IPE programme development and implementation, practical expert insights remain invaluable. For best practices, guiding future programme design and improving IPE implementation, we aimed to explore the perspectives of 15 international experts on the development and implementation of IPE programmes, including the challenges encountered. Methodology: A qualitative exploratory descriptive design was used. Fifteen international IPE experts were purposively sampled and individually interviewed using a semistructured interview guide incorporating the key areas of IPE programme development and implementation. Data were analysed using thematic content analysis. Results: Four themes were identified. Themes include IPE structure in higher education institutions; faculty and student involvement; challenges and opportunities; and evaluation and quality improvements in IPE programmes. International experts prioritised classroom‐based learning, whereas Southern African experts underscored community‐based IPE. IPE‐related challenges revolve around institutional culture, resources, saturated curricula and professional hierarchies, including compulsory IPE inclusion requirements. Yet, these were overcome by opportunities to design innovative IPE programmes while fostering IPE scholarships and research funding. Conclusion: IPE is gaining international recognition despite common, yet distinct, challenges and opportunities. Classroom‐centric IPE models from HICs are challenged by digital storytelling, home visits and local community collaborations. We found that hierarchies and rigid curricula presented greater challenges than resource constraints. IPE integration in LMICs and underprivileged areas is indeed a transformative strategy for innovation and positive healthcare outcomes.