TY - JOUR
T1 - Towards a global partnership model in interprofessional education for cross-sector problem-solving
AU - Ganotice, Fraide
AU - Zheng, Binbin
AU - Ng, Pauline Yeung
AU - Leung, Siu Chung
AU - Barrett, Elizabeth Ann
AU - Chan, Hoi Yan Celia
AU - Chan, Chad W.N.
AU - Chan, Kit Wa Sherry
AU - Chan, Linda
AU - Chan, M. K.Karen
AU - Chan, Siu Ling Polly
AU - Chan, So Ching Sarah
AU - Chan, Esther W.Y.
AU - Chen, Julie
AU - Cheuk, Yuet Ying Jessica
AU - Chong, Yin Kei Doris
AU - Chow, Yin Man Amy
AU - Chu, Kwok Pui Jody
AU - Chung, Hon Yin Brian
AU - Ho, Shun Yee Amy
AU - Jen, Julienne
AU - Jin, Jingwen
AU - Khoo, Ui Soon
AU - Lam, Ho Yan Angie
AU - Lam, May P.S.
AU - Lam, Suk Fun Veronica
AU - Lee, Pamela Pui Wah
AU - Lee, Jetty Chung Yung
AU - Leung, Chung Yin Feona
AU - Leung, Anna K.Y.
AU - Lin, Xiang
AU - Liu, Rebecca K.W.
AU - Lou, Wei Qun Vivian
AU - Luk, Pauline
AU - Ng, Lai Han Zoe
AU - Ng, Yee Man Alina
AU - Ng, Tin Wai Terry
AU - See, Lok Man Mary
AU - Shen, Jiangang
AU - Shen, Xiaoai
AU - Szeto, Grace
AU - Tam, Eliza Y.T.
AU - To, Kelvin Kai Wang
AU - Tso, Wan Yee Winnie
AU - Vackova, Dana
AU - Wang, Ning
AU - Wang, Runjia
AU - Wong, Hoi Yan Gloria
AU - Wong, K. T.Janet
AU - Wong, M. Y.Anita
AU - Wong, Yuen Ha Janet
AU - Yuen, Kwan Yuk Jacqueline
AU - Yuen, Wai Yee Grace
AU - Orlu, Mine
AU - Tipoe, George L.
N1 - Publisher Copyright:
© 2023, The Author(s).
PY - 2023/12
Y1 - 2023/12
N2 - 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.
AB - 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.
KW - Interprofessional education
KW - Partnership model
KW - Social interaction anxiety
UR - http://www.scopus.com/inward/record.url?scp=85162725838&partnerID=8YFLogxK
U2 - 10.1186/s12909-023-04290-5
DO - 10.1186/s12909-023-04290-5
M3 - Article
C2 - 37340427
AN - SCOPUS:85162725838
SN - 1472-6920
VL - 23
JO - BMC Medical Education
JF - BMC Medical Education
IS - 1
M1 - 457
ER -