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Abstract

Purpose: To describe the first interprofessional education course implemented at Beirut Arab University and to assess its impact on raising students’ awareness on the roles of other professions, improving patient care planning as well as promoting students’ readiness for interprofessional collaborative practice. Methods: An Interprofessional education course was offered for senior students of all Medical Faculties (with the exception of Medicine students) during the spring semester of their graduation year. It evolved into four phases: foundational workshops, role clarification, patient care planning and a project. Students worked individually, first, then in intraprofessional teams and finally in interprofessional teams to complete assignments. After the completion of the course, students filled in a survey on a voluntary basis.

Results: There was no significant difference in the mean students’ grades for role clarification and patient care planning assignments when students completed them individually and in intraprofessional teams (P 4 0.05). Students in interprofessional teams achieved significantly higher grades than in intraprofessional teams in both role clarification and care planning assignments (3.69 7 0.04 versus 2.41 7 0.52, P o 0.001, and 3.94 7 0.13 versus 2.58 7 0.62, P o 0.001, respectively). The mean grade of patient education materials developed by students in interprofessional teams was 93.50 7 3.75. Analysis of the survey showed that most of students with the exception of the Medicine students, were satisfied with the interprofessional education experience and agreed on the importance of interprofessional education in terms of increasing their readiness to work in interprofessional teams. All students agreed that interprofessional education has a positive impact on raising awareness about the role of other professions and on improving patient care planning.

Discussion: Working in interprofessional teams was enjoyable and interesting for health professions students. It gave them a better understanding of the roles of other healthcare professions and improved their readiness for collaborative practice. It also had a positive impact on patient care planning and on designing patients’ educational materials. The findings of this study provide evidence that supports IPE implementation in the undergraduate curriculum to prepare health professions students for collaborative practice.

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