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Ganotice F, Zheng B, Ng PY, Leung SC, Barrett EA, Chan HYC, Chan CWN, Chan KWS, Chan L, Chan MKK, Chan SLP, Chan SCS, Chan EWY, Chen J, Cheuk YYJ, Chong YKD, Chow YMA, Chu KPJ, Chung HYB, Ho SYA, Jen J, Jin J, Khoo US, Lam HYA, Lam MPS, Lam SFV, Lee PPW, Lee JCY, Leung CYF, Leung AKY, Lin X, Liu RKW, Lou WQV, Luk P, Ng LHZ, Ng YMA, Ng TWT, See LMM, Shen J, Shen X, Szeto G, Tam EYT, To KKW, Tso WYW, Vackova D, Wang N, Wang R, Wong HYG, Wong KTJ, Wong MYA, Wong YHJ, Yuen KYJ, Yuen WYG, Orlu M, Tipoe GL. Towards a global partnership model in interprofessional education for cross-sector problem-solving. BMC Med Educ 2023; 23:457. [PMID: 37340427 DOI: 10.1186/s12909-023-04290-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/18/2022] [Accepted: 04/22/2023] [Indexed: 06/22/2023]
Abstract
OBJECTIVES A partnership model in interprofessional education (IPE) is important in promoting a sense of global citizenship while preparing students for cross-sector problem-solving. However, the literature remains scant in providing useful guidance for the development of an IPE programme co-implemented by external partners. In this pioneering study, we describe the processes of forging global partnerships in co-implementing IPE and evaluate the programme in light of the preliminary data available. METHODS This study is generally quantitative. We collected data from a total of 747 health and social care students from four higher education institutions. We utilized a descriptive narrative format and a quantitative design to present our experiences of running IPE with external partners and performed independent t-tests and analysis of variance to examine pretest and posttest mean differences in students' data. RESULTS We identified factors in establishing a cross-institutional IPE programme. These factors include complementarity of expertise, mutual benefits, internet connectivity, interactivity of design, and time difference. We found significant pretest-posttest differences in students' readiness for interprofessional learning (teamwork and collaboration, positive professional identity, roles, and responsibilities). We also found a significant decrease in students' social interaction anxiety after the IPE simulation. CONCLUSIONS The narrative of our experiences described in this manuscript could be considered by higher education institutions seeking to forge meaningful external partnerships in their effort to establish interprofessional global health education.
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Affiliation(s)
- Fraide Ganotice
- Bau Institute of Medical and Health Sciences Education, The University of Hong Kong, Hong Kong, Hong Kong
| | - Binbin Zheng
- Bau Institute of Medical and Health Sciences Education, The University of Hong Kong, Hong Kong, Hong Kong
| | - Pauline Yeung Ng
- Critical Care Medicine Unit, the University of Hong Kong, Hong Kong, Hong Kong
| | - Siu Chung Leung
- Emergency Medicine Unit, The University of Hong Kong, Hong Kong, Hong Kong
| | | | - Hoi Yan Celia Chan
- Department of Social Work and Social Administration, The University of Hong Kong, Hong Kong, Hong Kong
| | - Chad W N Chan
- School of Nursing and Health Studies, Hong Kong Metropolitan University, Hong Kong, Hong Kong
| | - Kit Wa Sherry Chan
- Department of Psychiatry, The University of Hong Kong, Hong Kong, Hong Kong
| | - Linda Chan
- Bau Institute of Medical and Health Sciences Education, The University of Hong Kong, Hong Kong, Hong Kong
- Department of Family Medicine and Primary Care, The University of Hong Kong, Hong Kong, Hong Kong
- Department of Family Medicine and Primary Care, The University of Hong Kong - Shenzhen Hospital, Shenzhen, China
| | - M K Karen Chan
- Faculty of Education, The University of Hong Kong, Hong Kong, Hong Kong
| | | | - So Ching Sarah Chan
- Bau Institute of Medical and Health Sciences Education, The University of Hong Kong, Hong Kong, Hong Kong
| | - Esther W Y Chan
- Department of Pharmacology and Pharmacy, The University of Hong Kong, Hong Kong, Hong Kong
| | - Julie Chen
- Bau Institute of Medical and Health Sciences Education, The University of Hong Kong, Hong Kong, Hong Kong
- Department of Family Medicine and Primary Care, The University of Hong Kong, Hong Kong, Hong Kong
| | | | - Yin Kei Doris Chong
- School of Nursing and Health Studies, Hong Kong Metropolitan University, Hong Kong, Hong Kong
| | - Yin Man Amy Chow
- Department of Social Work and Social Administration, The University of Hong Kong, Hong Kong, Hong Kong
| | - Kwok Pui Jody Chu
- Department of Pharmacology and Pharmacy, The University of Hong Kong, Hong Kong, Hong Kong
| | - Hon Yin Brian Chung
- Department of Paediatrics and Adolescent Medicine, The University of Hong Kong, Hong Kong, Hong Kong
| | - Shun Yee Amy Ho
- Faculty of Education, The University of Hong Kong, Hong Kong, Hong Kong
| | - Julienne Jen
- Department of Professional Legal Education, The University of Hong Kong, Hong Kong, Hong Kong
| | - Jingwen Jin
- Department of Psychology, The University of Hong Kong, Hong Kong, Hong Kong
| | - Ui Soon Khoo
- Department of Pathology, The University of Hong Kong, Hong Kong, Hong Kong
| | - Ho Yan Angie Lam
- School of Nursing, The University of Hong Kong, Hong Kong, Hong Kong
| | - May P S Lam
- Department of Pharmacology and Pharmacy, The University of Hong Kong, Hong Kong, Hong Kong
| | | | - Pamela Pui-Wah Lee
- Department of Paediatrics and Adolescent Medicine, The University of Hong Kong, Hong Kong, Hong Kong
| | | | | | - Anna K Y Leung
- Department of Pharmacology and Pharmacy, The University of Hong Kong, Hong Kong, Hong Kong
| | - Xiang Lin
- School of Chinese Medicine, The University of Hong Kong, Hong Kong, Hong Kong
| | - Rebecca K W Liu
- Bau Institute of Medical and Health Sciences Education, The University of Hong Kong, Hong Kong, Hong Kong
| | - Wei Qun Vivian Lou
- Department of Social Work and Social Administration, The University of Hong Kong, Hong Kong, Hong Kong
| | - Pauline Luk
- Bau Institute of Medical and Health Sciences Education, The University of Hong Kong, Hong Kong, Hong Kong
| | - Lai Han Zoe Ng
- School of Nursing, The University of Hong Kong, Hong Kong, Hong Kong
| | - Yee Man Alina Ng
- School of Nursing, The University of Hong Kong, Hong Kong, Hong Kong
| | | | - Lok Man Mary See
- School of Nursing, The University of Hong Kong, Hong Kong, Hong Kong
| | - Jiangang Shen
- School of Chinese Medicine, The University of Hong Kong, Hong Kong, Hong Kong
| | - Xiaoai Shen
- Bau Institute of Medical and Health Sciences Education, The University of Hong Kong, Hong Kong, Hong Kong
| | - Grace Szeto
- School of Medical and Health Sciences, Tung Wah College, Hong Kong, Hong Kong
| | - Eliza Y T Tam
- Department of Pharmacology and Pharmacy, The University of Hong Kong, Hong Kong, Hong Kong
| | - Kelvin Kai-Wang To
- Department of Microbiology, The University of Hong Kong, Hong Kong, Hong Kong
| | - Wan-Yee Winnie Tso
- Department of Paediatrics and Adolescent Medicine, The University of Hong Kong, Hong Kong, Hong Kong
| | - Dana Vackova
- School of Public Health, The University of Hong Kong, Hong Kong, Hong Kong
| | - Ning Wang
- School of Chinese Medicine, The University of Hong Kong, Hong Kong, Hong Kong
| | - Runjia Wang
- Bau Institute of Medical and Health Sciences Education, The University of Hong Kong, Hong Kong, Hong Kong
| | - Hoi Yan Gloria Wong
- Department of Social Work and Social Administration, The University of Hong Kong, Hong Kong, Hong Kong
| | - K T Janet Wong
- Department of Pharmacology and Pharmacy, The University of Hong Kong, Hong Kong, Hong Kong
| | - M Y Anita Wong
- Faculty of Education, The University of Hong Kong, Hong Kong, Hong Kong
| | | | | | | | - Mine Orlu
- UCL School of Pharmacy, University College London, London, UK.
| | - George L Tipoe
- Bau Institute of Medical and Health Sciences Education, The University of Hong Kong, Hong Kong, Hong Kong.
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