The World Health Organization (WHO) defines Interprofessional Education (IPE) as,
… the process by which a group of students (or workers) from the health-related occupations with different educational backgrounds learn together during certain periods of their education, with interaction as an important goal, to collaborate in providing promotive, preventive, curative, rehabilitative and other health-related services. (from “Learning together to work together for health”, WHO, 1988, p6).
In its 2010 report, “Framework for Action on Interprofessional Education and Collaborative Practice’, the WHO strongly encourage efforts to develop and integrate interprofessional education into their healthcare programs. This organization stresses a need for contextual development that can help to inform the regional and global community. Figure 1 shows how implementation of Interprofessional Education (IPE) contributes to improved healthcare outcomes.
Figure 1: Health and Education Systems (WHO, 2010)
An Interprofessional Health Care Education (IPE) Program developed in Qatar will help to further improve collaborative healthcare delivery in this State. In this respect Qatar has the potential to become recognized as a leader in the improvement of health care outcomes through the successful integration of pre-licensure IPE with post-licensure IPE as recommended by the World Health Organization (WHO).
There are two primary areas where the implementation of IPE can be beneficial: (1) pre-licensure [Interprofessional Education - IPE] and (2) post-licensure [Interprofessional Practice - IPP]. The first is generally conducted while students are training in their profession at a post-secondary institution. The second is provided as ongoing professional development for working professionals and is carried on at healthcare institutions.
Interprofessional Education at undergraduate and postgraduate levels has become widely accepted at many western universities however fewer implementations have been reported in the gulf region. To our knowledge, no studies have been reported in Qatar. The pre-licensure health-care education system in this country is still relatively young and open to an interprofessional learning framework.
The Qatar Interprofessional Healthcare Council (QIHC) was formed in 2009 and consists of representation from pre- and post-licensure health care institutions in Qatar. Their goal is to promote, inform, and provide leadership in IPE in Qatar. This project provides us with the funding and mandate to move our goals forward and to develop a set of resources that will benefit Interprofessional Healthcare Education at all levels. In May 2011 the QIHC received funding from Qatar National Research Funding (QNRF) to begin a three year project to explore the development and implementation of interprofessional healthcare education (IPE) in Qatar.
For more information, please see: https://www.facebook.com/pages/Qatar-Interprofessional-Health-Council/252937198104434
The QIHC membership, under leadership from UCQ, succeeded in obtaining NPRP funding to study IPE in Qatar. This project follows three distinct stages: (1) baseline activities and instructional development, (2) implementation, (3) evaluation. Stage 1 consists of developing a set of shared core competencies with input from a diverse set of health care professionals and educators e.g. nurses, doctors, allied health professionals, and pharmacists. A set of faculty and student training modules as well as scenario-based IPE activities has been developed to support the shared core competencies.
The Shared Core IPE Competencies can be found here: Shared-Core-IPE Competencies
For more information about the project OR to participate in the project (students, faculty) please contact:
|Dr Brad Johnson, LPI
|Myriam Abi Hayla, Research Project Coordinator
The Academic Health Systems Initiative is working towards a vision of a, “… distinctive ability to work in partnership to integrate education, research and clinical practice [that] will make us the leading healthcare partnership in the region.” The AHS consists of a steering committee and a number of sub-groups designed to move the vision forward. The sub-groups include Clinical, Research, Education, Human Resources, Community Engagement and Information Systems.
UCQ has submitted a project to the Education subgroup to extend the QNRF-funded research into practice. Preliminary approvals have been obtained for a 1 year pilot project designed to extend through a phased approach into state-wide adoption and practice of IPP.
For more information about the project please contact:
Dr Brad Johnson, Project Lead
Copyright University of Calgary in Qatar © 2017