Effective Factors in the Design and Implementation of the Interprofessional Education from the Faculty Members’ Perspective: A Qualitative Study

dc.creator	Mahboobeh Khabaz Mafinejad
dc.creator	Soleiman Ahmady
dc.creator	Seyyed Kamran Soltani Arabshahi
dc.creator	Sholeh Bigdeli
dc.date	2013-05-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:15:36Z
dc.date.available	2015-07-20T22:15:36Z
dc.identifier	10.5681/rdme.2013.006
dc.identifier	2322-2719
dc.identifier	https://doaj.org/article/cab4edf09b334829af2831267222a26e
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/17779
dc.description	Introduction: A new training strategy in many medical universities around the world, which has been considered by educational planners, is interprofessional education (IPE). The main aim is designing and implementing IPE, reinforcing teamwork and collaboration among the health team members. This study has been done aiming to explore effective factors in the designing and implementing IPE in health system of Iran from the perspective of faculty members. Methods: This qualitative study used content thematic analysis methodology. A purposive sampling was used and continued until the data were saturated. The participants were six faculty members with more than 5 years of teaching experience or educational activities in Educational Development Center (EDC) or Educational Development Office (EDO). Results: The four main themes emerged from the interviews were classified as follows: the structure of the educational system, economic issues, cultural atmosphere, and social conditions. They were all associated with some positive factors such as curriculum changes and reforms, design and implementation of the interprofessional education in various forms and some negative factors such as lack of physical structure appropriate for the IPE in the universities, promotion of culture of individualism and uni-professionalism, etc. Conclusion: The results of this study showed that in our country, the effect of educational, cultural, social and economic barriers on the development and implementation of IPE, and also, unfamiliarity of educational system with the various aspects of IPE, has made the implementing of these programs in the curricula of different professions of health sciences difficult.
dc.language	English
dc.publisher	Tabriz University of Medical Sciences
dc.relation	http://journals.tbzmed.ac.ir/PDF/RDME/Manuscript/RDME-2-25.pdf
dc.relation	https://doaj.org/toc/2322-2719
dc.source	Research and Development in Medical Education, Vol 2, Iss 1, Pp 25-30 (2013)
dc.subject	Interprofessional education
dc.subject	multiprofessional education
dc.subject	Content thematic analysis
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	Effective Factors in the Design and Implementation of the Interprofessional Education from the Faculty Members’ Perspective: A Qualitative Study
dc.type	article