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Interprofessional education is defined as the provision of occasion for the students who work with two or more than two professions. This gives an opportunity to the students to learn with, from and about each other and about other professions. This is employed in various fields but it is more important in healthcare because the healthcare professionals are expected to work as a team to cater to the needs of the client (Hamada et al., 2019). The main benefits that of interprofessional education are there is the development of personal relationships, there is an improvement in education, the patient care is improved and the job satisfaction of professionals is improved.
There are few barriers to the achievement of the above-mentioned benefits of interprofessional education (Carney et al., 2019). They are- there is a top-down leadership approach, lack of communication, poor knowledge and not having the distinction of roles and professions. Other factors that affect the effectiveness of interprofessional education are like there inadequate staffing, space might not be available which will affect the interprofessional education, the schedule can cause constraints and patient care and clinical productivity act as a barrier towards interprofessional education (Carney et al., 2019).
From the articles, it was seen that no study was conducted at a national level and the sample size was often very small. The students were given exposure towards interprofessional education as a different intervention and not a routine of the curriculum. In the Australian setting often as a part of the curriculum, the healthcare professionals are exposed to different work environment like posting in a residential care setting or rural setting(Walker et al., 2019). In environments like these, the healthcare system is such that team effort is important and interprofessional education takes place. In the Australian setting, interprofessional education can be a success but it cannot be said for the allied health professional as perceptions of the students as per the setting (Walker et al., 2019). For the proper estimation, longitudinal studies are required in different settings to understand the effectiveness of interprofessional education in allied health professions.
Carney, P. A., Thayer, E. K., Palmer, R., Galper, A. B., Zierler, B., &Eiff, M. P. (2019). The benefits of interprofessional learning and teamwork in primary care ambulatory training settings. Journal of Interprofessional Education & Practice, 15, 119-126.
Darlow, B., Coleman, K., McKinlay, E., Donovan, S., Beckingsale, L., Gray, B., …Pullon, S. (2015). The positive impact of interprofessional education: A controlled trial to evaluate a programme for health professional students. BMC Medical Education, 15:98.doi:10.1186/s12909-015-0385-3.
Gustafsson, L., Hutchinson, L., Theodoros, D., Williams, K., Copley, A., Fagan, A., &Desha, L. (2016).Healthcare students’ experiences of an interprofessional, student-led neuro-rehabilitation community-based clinic. Journal of Interprofessional Care, 30(2), 259-261.
Hamada, S., Haruta, J., Maeno, T., Maeno, T., Suzuki, H., Takayashiki, A., ...& Baba, T. (2020). Effectiveness of an interprofessional education program using team‐based learning for medical students: A randomized controlled trial. Journal of General and Family Medicine, 21(1), 2-9.
Walker, L. E., Cross, M., & Barnett, T. (2019). Students' experiences and perceptions of interprofessional education during rural placement: A mixed methods study. Nurse Education Today, 75, 28-34.
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