Exploring the opportunities and challenges to implementing interprofessional education in Saudi Arabia: a qualitative study among faculty.
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| Title: | Exploring the opportunities and challenges to implementing interprofessional education in Saudi Arabia: a qualitative study among faculty. |
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| Authors: | AlRuthia, Yazed, Bashatah, Adel, Batis, Afaf A., Alradhi, Sarah A., Almohammed, Omar, Sales, Ibrahim, Kalagi, Nora, Alharbi, Mohammad K., Alghadeer, Sultan, Mobrad, Abdulmajeed Bin, Albaker, Abdulaziz M., Asiri, Yousif |
| Source: | Journal of Interprofessional Care. Jan/Feb2023, Vol. 37 Issue 1, p47-57. 11p. 1 Chart. |
| Subjects: | Focus groups, Social support, Discussion, Motivation (Psychology), Medical school faculty, College teacher attitudes, Curriculum, Peer relations, Human services programs, Qualitative research, Psychosocial factors, Universities & colleges, Interprofessional relations, Quality assurance, Interdisciplinary education, Thematic analysis |
| Geographic Terms: | Saudi Arabia |
| Abstract: | Interprofessional education (IPE) has potential benefits for improving the quality of patient care, but its implementation is challenged with multiple barriers. The primary objectives of this study were to explore the challenges, benefits, and incentives to establishing IPE from the perspective of healthcare faculty at King Saud University. Forty-five faculty members attended six focus groups, each consisting of 6–8 faculty members representing the five colleges. The focus group interview guide included the benefits of and barriers to establishing IPE in this academic institution, curricular design, and the feasibility of support from the colleges and University administration. A SWOC (Strengths, Weaknesses, Opportunities, Challenges) frame work was utilized to guide the focus group discussions, and the data were analyzed inductively using thematic analysis. Three main themes emerged and were related to (i) barriers, (ii) benefits, (iii) opportunities to facilitate the introduction of IPE, and (iv) suggestions on how to implement IPE and overcome challenges to establish an IPE curriculum. Participants were generally supportive of IPE and aware of the constraints that might impede its implementation. Moreover, they identified potential barriers and incentives to promote IPE. Although participants appreciated the long-term benefits of IPE, creating a supportive environment will require the involvement of the academic community, including students, faculty members, and the University's top management. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Interprofessional education (IPE) has potential benefits for improving the quality of patient care, but its implementation is challenged with multiple barriers. The primary objectives of this study were to explore the challenges, benefits, and incentives to establishing IPE from the perspective of healthcare faculty at King Saud University. Forty-five faculty members attended six focus groups, each consisting of 6–8 faculty members representing the five colleges. The focus group interview guide included the benefits of and barriers to establishing IPE in this academic institution, curricular design, and the feasibility of support from the colleges and University administration. A SWOC (Strengths, Weaknesses, Opportunities, Challenges) frame work was utilized to guide the focus group discussions, and the data were analyzed inductively using thematic analysis. Three main themes emerged and were related to (i) barriers, (ii) benefits, (iii) opportunities to facilitate the introduction of IPE, and (iv) suggestions on how to implement IPE and overcome challenges to establish an IPE curriculum. Participants were generally supportive of IPE and aware of the constraints that might impede its implementation. Moreover, they identified potential barriers and incentives to promote IPE. Although participants appreciated the long-term benefits of IPE, creating a supportive environment will require the involvement of the academic community, including students, faculty members, and the University's top management. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 13561820 |
| DOI: | 10.1080/13561820.2021.2004097 |
