Exploring interprofessional education priority settings: Perspectives of Faculty of Health Sciences programme managers

Abstract

Background: Transformational leadership is crucial for the support and sustainability of any interprofessional education (IPE) programme. This is because academic leaders are drivers at a macrosystem level, needed to use their influence to guide change and enable the necessary resources to support IPE.
Aim: To explore programme managers’ perspectives regarding priority settings related to IPE in the undergraduate health sciences training.
Setting: Health Sciences University in Gauteng, South Africa.
Methods: A qualitative, explorative study design was used. Primary data were collected through one-on-one interviews, and secondary data involved a targeted review of curriculum content. A thematic analysis was conducted using the Braun and Clark approach and a criterion checklist for curriculum content analysis.
Results: Interprofessional education seems to be covered broadly in certain schools and departments through the shared modules where students from different professions are taught together, and they work together on community projects. The importance of having committed staff members who are responsive to IPE was also identified as valuable resources for the implementation and success of IPE.
Conclusion: The results showed that IPE is implemented in certain schools or departments. However, challenges such as timetable constraints and a lack of IPE coordination could be improved to promote successful IPE implementation. Participants highlighted the need for administrative support across all schools or departments including a dedicated coordinator and flexible timetable to accommodate IPE-related activities.
Contribution: The study findings provide insights that can help to identify opportunities to strengthen the existing IPE activities and improve the implementation thereof.