Implementation, Challenges, and Effects of Inter-Professional Education (IPE) in Selected Public Colleges of Health Sciences, Southern Ethiopia: A Qualitative Exploratory Study

Abstract

Background Interprofessional education (IPE) is a pedagogical approach designed to prepare health science students for collaborative practice. While essential for improving healthcare quality, the systematic implementation of IPE in resource-limited settings is often hindered by structural and behavioral barriers. This study was aimed to explore the implementation status and extents, perceived challenges, effects, and enablers of IPE within public health science colleges in Southern Ethiopia. Methods A two-site qualitative exploratory descriptive design was employed at Dilla and Wolaita Sodo Universities health science colleges. Data collection involved 17 in-depth interviews and five focus group discussions (n = 55) from students, instructors, academic administrators and community representatives. Rigor was maintained through methodological, source and theoretical triangulation. Data were analyzed inductively using Open Code 4.03 software and evaluated through McGrath’s Input-Process-Output (IPO) framework to capture systemic and behavioral dynamics. Results Mapped across McGrath’s IPO framework, the findings reveal six key themes. Knowledge and Perception for IPE : formal training and orientations resolved baseline conceptual ambiguity and built role clarity; Current implementation status : IPE is active within simulation labs and community fields but remains fragmented or absent in clinical settings and classrooms; Effects of IPE : Positive outcomes include enhanced clinical competencies and national licensing exam pass rates, though accompanied by negative strains like uneven cross-departmental grading and staff workload disparities; Perceived challenges : Programmatic expansion is hindered by resource shortages and behavioral problems; Opportunities and enablers : Community-Based Education (CBE) structures provide a good learning environment, though broader environmental adaptation is still required and finally Proposed solutions : Long-term sustainability requires securing independent funding, expanding faculty development, and appointing dedicated focal persons. Conclusion While IPE is operationalized in community-based programs, its less or absent in clinical practices and class room sessions, in public health science colleges of South Ethiopia. Sustainable integration requires transitioning from grant-dependent project modules toward formal policy reforms, specifically by harmonizing academic calendars, establishing standardized cross-departmental assessment rubrics, integrating IPE into national accreditation standards, and institutionalizing faculty development for clinical preceptors.