Obstacles to effective implementation of interprofessional education in Sudan

Abstract

The traditional approach of operating isolated medical and health professional schools has created a disconnect between the rapidly evolving challenges in healthcare and the static nature of educational systems. This disconnect has hindered the ability of educational institutions to adapt effectively to the changing health needs of populations. Interprofessional education (IPE), which fosters collaboration and interaction among various health professions, provides a promising framework for addressing these issues by promoting teamwork, shared understanding, and integrated practice. However, implementing the IPE model requires careful planning, substantial groundwork, and institutional commitment prior to its execution, and that is not always feasible. This study aimed to investigate the unique challenges encountered in integrating interprofessional education within Sudanese medical and health schools. Employing a descriptive, cross-sectional design, the study collected data through a structured questionnaire divided into two sections: participants' demographic information and their perceptions of the potential challenges in applying IPE in the Sudanese context. The study population consisted of 101 candidates from various medical and health professions who responded to the survey, representing a response rate of 51.53%. Data analysis was conducted using SPSS version 28. Findings revealed that participants with higher academic ranks across different colleges recognised the need for additional time and resources to implement the IPE model successfully. They also identified the rigidity of traditional curricula as a significant barrier to progress. Most respondents emphasised the importance of strong leadership support, sufficient staffing, targeted training, and motivated students in facilitating IPE integration. Leadership support was highlighted as particularly critical, especially during the initial phases, as successful implementation depends on financial resources, policy adjustments, and modifications to academic calendars. These observations align with the existing literature, which emphasises the vital role of institutional leadership. Furthermore, adequate staffing and trained personnel were deemed essential, with respondents acknowledging that the complexity of implementing IPE necessitates coordinated efforts from multiple stakeholders operating simultaneously. Participants also expressed concerns about potential challenges such as insufficient funding, inadequate physical infrastructure, large student populations, and professional hierarchies or dominance, which could negatively impact the effective application of IPE. In conclusion, while IPE represents an innovative and promising approach to adult health education, its successful implementation in Sudan requires meticulous planning, effective resource allocation, and a strong institutional commitment to overcome the identified barriers. Addressing these challenges is crucial for harnessing the full potential of interprofessional collaboration in enhancing healthcare education and, ultimately, improving patient care outcomes.