Challenges, Opportunities of Interprofessional Health Training

Today, the cornerstone of health systems is the interprofessional training of health personnel. This is because it has been shown to be the best way to obtain better results in terms of quality of care and patient safety. Nowadays, it is inconceivable to think that health professionals would achieve better results working alone than working as a team. However, most education systems in the professional field promote individual performance and personal achievement and little or no performance as a team or institution. Academic health centers (AHCs) are institutions that combine education, research, and patient care to provide comprehensive training to health professionals. Interprofessional education (IPE) is an educational approach that aims to foster collaboration and teamwork among different health professionals. Interprofessional education represents an important shift in the education of health professionals.  By fostering a culture of collaboration among future healthcare professionals, IPE aims to enhance the quality of patient care and improve health outcomes.

Although the need to implement interprofessional training in the care center is widely accepted, the truth is that this faces several challenges, including curricular integration.  IPE requires effective curricular integration, which can be a challenge in AHCs, where faculties and departments may have different goals and priorities. Another challenge, and probably one of the most difficult to overcome, is that different health disciplines have distinct cultures, languages, and approaches, which can create barriers to communication and collaboration. We must take into account the reality in which we operate and manage resources, and take into account that IPE requires a significant commitment of time and resources, which can be a challenge for AHCs, where resources may be limited. Finally, to ensure quality training processes, it is necessary to evaluate and accredit the IPE programs that will be implemented. This can be complex, as it requires the involvement of multiple disciplines and the evaluation of interprofessional competencies.

The World Health Organization defines it as “multiple health workers from different professional backgrounds work[ing] together with patients, families, carers (caregivers), and communities to deliver the highest quality of care.” Interprofessional training, or interprofessional education, is a teaching philosophy that involves healthcare professionals learning from and with each other to improve patient care. This type of collaborative learning experience facilitates a broader role identification as well the scope of practice, and enhances understanding of the healthcare system.

Multidisciplinary education and team-based care continue to be standard in academia and in practice because they have been shown to improve patient care and outcomes. Healthcare programs offer interprofessional educational experiences to best prepare clinicians for practice. The goal of IPE is to prepare healthcare practitioners to work in teams and provide high-quality care. IPE can improve patient care by fostering collaboration and communication among health professionals. It also can help students and health professionals develop interprofessional competencies, such as communication, teamwork, and problem-solving. It is important that IPE fosters innovation and continuous improvement in education and patient care by combining the perspectives and experiences of different disciplines. As we can see, IPE prepares health professionals for collaborative practice, which is essential in modern healthcare.

To capitalize on the opportunities and overcome the challenges of IPE in AHCs, it is essential to establish clear goals and priorities for IPE and ensure that all stakeholders are committed to this approach. AHCs must also develop a comprehensive curricular plan that integrates IPE across all levels of education, from undergraduate to continuing education. The leadership of AHCs must foster collaboration and communication among different disciplines and departments, and provide opportunities for students and health professionals to work together on projects and activities. And as in any process, it is essential that AHCs evaluate and improve IPE programs continuously, using relevant indicators and metrics to measure impact and effectiveness.

In conclusion, IPE in AHCs offers significant opportunities for improving education and patient care, but also presents significant challenges. By establishing clear goals and priorities, developing a comprehensive curricular plan, fostering collaboration and communication, and evaluating and improving continuously, AHCs can overcome these challenges and capitalize on the opportunities of IPE.