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

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

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

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.

Original languageEnglish
Article number457
JournalBMC Medical Education
Volume23
Issue number1
DOIs
StatePublished - Dec 2023
Externally publishedYes

Keywords

  • Interprofessional education
  • Partnership model
  • Social interaction anxiety

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