A model for Integrating Interprofessional Education in the Training of Health Professionals at Jomo Kenyatta University of Agriculture and Technology

Abstract

The quality of healthcare in a health care system is dependent on many factors among them the type of health professionals trained and released to the job market. Training health professionals in a way that ensures teamwork, collaborative practice towards improving quality of care is important. Interprofessional Education (IPE) is one such approach to training. The main aim of the study was to develop a model of integrating IPE into the training of health professionals at the College of Health Sciences, JKUAT main campus. Explanatory sequential mixed study design was adopted to collect data among 71 respondents from the five schools at the College of Health Sciences for Phase 1 while phase II involved 3FGDs among faculty, 4 FGDs among students and 6 KIIs who included college principal and deans of schools. In phase 3, a model for integrating IPE into curricula was developed and validated by a panel of 7 experts drawn from diverse health backgrounds. A Questionnaire, attitude scales, FGD and KII guides aided in data collection. Quantitative data was analyzed using SPSS Version 25.0 software for descriptive statistics at 95% confidence level. Knowledge and attitude were measured using modified Blooms cut off. The qualitative data was transcribed then analyzed using NVIVO version 12 software, grouped to form themes and presented as narratives and verbatim excerpts. There were more males than females, almost half of the respondents held the Lecturer position, and the mean age of the respondents was 42 years. There was good knowledge on IPE among respondents with a score of 9.62±0.12 > 80%. When asked do define IPE using an open-ended question, 42 (59%) defined it as shared learning. More than half of the respondents 42(59.2%) were novices on IPE. There was no statistically significant relationship between faculty’s characteristics and their knowledge on IPE. The overall attitude score was positive (118.11 < 75%), Subscale 1 and 2 yielded positive attitudes with subscale 3 on attitudes of faculty towards IPE in academic settings subscale yielding negative attitudes (36.86< 75%). Bio-demographic characteristics were not significant in influencing faculty’s attitude. Faculty who said they would support IPE initiatives were 2.3 times more likely to have positive attitudes compared to those who said wouldn’t support. There was no relationship between knowledge and attitude(P=0.125). This study concludes faculty had good knowledge on IPE by score, they had overall positive attitudes towards IPE though attitudes in academic settings were negative, the benefits of IPE included teamwork, improved interpersonal relationships, better communications, and better use of resources. Curricula related challenges, (rigidity, regulatory body demands, timelines and schedules, the unit system), Professional related challenges (Attitudes, stereotypes, inferiority, and superiority complexes), limited resources (human and physical infrastructure) were some hinderances that needed to be overcame to enable IPE adoption. IPE initiatives should be initiated early and followed through in training, should be evaluated to measure effectiveness, delivered using a blended approach and embedded in curricula for sustainability. Shared learning for areas with similar content and depth should be implimented as an entry point to IPE across schools. An introductory IPE course early in training was suggested to equip learners with IPE core competences that would then aid facilitating applied courses like research package, communication skills, nursing skills and community health using IPE approach. COBES attachment in their senior years where they can do joint research projects is suggested too. The content areas, modalities and strategies for IPE adoption have been incorporated in a model that is prescriptive summarizing what the research conclude would aid curricula integration. This study recommends sensitization training, intentional IPE agenda at the College level meetings, appointing IPE champions and curricula synchrony to enable IPE integration into curricula.