Application of interprofessional education model to university pre-licensure health students in the management of chronic care conditions in Zambia.
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Date
2022
Authors
Daka, Harrison
Journal Title
Journal ISSN
Volume Title
Publisher
Medical Journal of Zambia
Abstract
Ba c k g r ound : Th e r e is e v i d e n c e t h a t
multidisciplinary healthcare teams can provide
better quality of care and treatment outcomes
compared to that delivered by individuals from a
single health discipline. The project on which this
article is based applied the interprofessional
education model to university pre-licensure health
students in the management of chronic care
conditions in Zambia.
Methods: Four distinct but interrelated approaches,
namely desk review; module development
workshops; review and validation of modules by
experts; piloting and review of the training modules
were employed.
Results: Several models of interprofessional
education currently in existence and used
successfully by higher education institutions in other
settings were identified. While several models of
Interprofessional Education were identified, our
project adapted the “didactic program, communitybased experience, and interprofessional-simulation
experience” models. To apply the models, modules
of seven chronic care conditions were developed and
piloted. The extent to which the module activities
promoted interprofessional education were rated
between 74 - 87% (agree or strongly agree) by the
students.
Conclusion: Three models of Interprofessional
Education were identified and adapted in the project, and seven modules were developed and
administered to the students. The process was
effective for putting forth an interprofessional
training program at the undergraduate level, with
the potential to improve quality of care for patients.
Description
Article
Keywords
Inter-professional education.