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Challenges to the Implementation of Interprofessional Education in Health Profession Education in Iran

Authors Ahmady S, Mirmoghtadaie Z, Rasouli D

Received 5 November 2019

Accepted for publication 13 March 2020

Published 23 March 2020 Volume 2020:11 Pages 227—236

DOI https://doi.org/10.2147/AMEP.S236645

Checked for plagiarism Yes

Review by Single-blind

Peer reviewer comments 3

Editor who approved publication: Dr Anwarul Azim Majumder


Soleiman Ahmady,1 Zohrehsadat Mirmoghtadaie,2 Davood Rasouli3

1Department of Medical Education, School of Medical Education, Shahid Beheshti University of Medical Sciences, Tehran, Iran; 2Department of Virtualization in Medical Education, Virtual School, Tehran University of Medical Sciences, Tehran, Iran; 3School of Medical Education, Shahid Beheshti University of Medical Sciences, Tehran, Iran

Correspondence: Davood Rasouli
School of Medical Education, Shahid Beheshti University of Medical Sciences, Tehran, Iran
Tel +98218670222
Email dr.rasouli24@gmail.com

Background: Changes in the structure and nature of health care highlight the need for better collaboration between professions focusing on patient or health-care users. Interprofessional education (IPE) has attracted a lot of attention at the international level, and its positive consequences in different areas of health care have been investigated and approved. This study explored the opinions and viewpoints of professors and experts regarding the challenges to the implementation of interprofessional education in health profession education in Iran in 2018.
Methods: This qualitative study was conducted with 15 IPE professors and experts using semi-structured interviews. We used an inductive approach to content analysis as developed by Elo et al. The interviews were analyzed using Graneheim and Lundman method by MAXQDA software version 12.
Results: The main challenges to the implementation of IPE were categorized into educational system, structural and cultural challenges. The educational challenges were the professors’ lack of ability, a non-flexible and single-disciplined curriculum, and weaknesses in the current education. The professors and experts felt that the most important structural challenges included centralism, hierarchy of power, poor educational groundwork, and lack of support of organizations. Cultural challenges mainly related to the attitudes of managers, professors, and even students regarding IPE and the need for change.
Conclusion: Designing and implementing IPE in Iran face major challenges. Cultural and attitude issues were the greatest challenges to be addressed in the context of implementing IPE in health-care education.

Keywords: interprofessional education, multiprofessional education, shared learning, medical education

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