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A Middle Eastern journey of integrating Interprofessional Education into the healthcare curriculum: a SWOC analysis

机译：将跨专业教育纳入医疗课程的中东之旅：SWOC分析

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Background Interprofessional education (IPE) is an emerging concept in the Middle East with a number of health professional degree programs continually striving to meet international accreditation requirements to enhance the quality of education and ensure high standards are maintained. Using the College of Pharmacy at Qatar University (CPH QU) as a model, this article describes the IPE initiatives coordinated through the College’s IPE Committee, with representation from fourteen programs at four Healthcare institutions: Qatar University; Weill Cornell Medical College in Qatar; the University of Calgary in Qatar; and the College of North Atlantic in Qatar. These activities are based on the model proposed by the University of British Columbia across the different pharmacy professional years. Learning objectives for these initiatives were selected from the IPE shared competency domains and competency statements developed for Qatar context. Method A meeting with six faculty members, who have been instrumental to designing and executing the IPE activities in the previous 2?years, was convened. Faculty members reflected on IPE activities and collaborations with other participating programs. A structured SWOC (Strengths, Weaknesses, Opportunities, Challenges) framework was used to guide discussion. The discussion was recorded and notes were taken during the meeting. Raised points were categorized into each SWOC category for the final analysis. Results Implementation of IPE program is a major undertaking with a number of challenges that require invested time to overcome. This article highlights the importance of incorporating IPE into healthcare curricula to graduate students ready for collaborative practice in the workforce. Learning objectives for IPE initiatives need to be based on shared competency domains. When developing and implementing an IPE program it is necessary to align activities under a strong theoretical framework. This should be done under the leadership of an IPE steering group or committee to oversee the integration of IPE into the healthcare curriculum. Conclusion The article presents many lessons learned through IPE implementation that are relevant to other academic institutions keen to incorporate IPE into their programs and also provides a successful model for integrating IPE into healthcare curricula.
机译：背景专业间教育（IPE）是中东新兴的概念，许多卫生专业学位课程不断努力满足国际认证要求，以提高教育质量并确保维持高标准。本文以卡塔尔大学药学院（CPH QU）为例，描述了由学院IPE委员会协调的IPE计划，来自四个医疗机构的14个计划的代表：卡塔尔大学;卡塔尔威尔康奈尔医学院;卡塔尔卡尔加里大学;以及卡塔尔的北大西洋学院。这些活动基于不列颠哥伦比亚大学在不同药学专业年间提出的模型。这些举措的学习目标是从IPE共享能力领域和针对卡塔尔语境制定的能力声明中选择的。方法召开了一次会议，与六个在过去两年中设计和执行IPE活动有帮助的教职员工举行了会议。教职员工对IPE活动以及与其他参与计划的合作进行了反思。结构化的SWOC（优势，劣势，机会，挑战）框架用于指导讨论。会议记录了讨论情况，并在会议上做了记录。提出的分数归类到每个SWOC类别中，以进行最终分析。结果IPE计划的实施是一项重大工作，面临许多挑战，需要花费时间来克服。本文强调了将IPE纳入医疗保健课程的重要性，这对于准备在劳动力中进行协作实践的研究生而言。 IPE计划的学习目标必须基于共享能力领域。在制定和实施IPE计划时，有必要在强有力的理论框架下调整活动。这应该在IPE指导小组或委员会的领导下完成，以监督IPE纳入医疗保健课程的过程。结论本文介绍了通过IPE实施获得的许多经验教训，这些经验教训与其他渴望将IPE纳入其计划的学术机构相关，并且为将IPE纳入医疗保健课程提供了成功的模型。

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