Relooking the pedagogy of interprofessional education in Africa and what is our moral foundation

3. Teaching strategy Educational approach

4. Interprofessional collaborative practice is a key mechanism to
improving the health care delivery system as measured by
positive patient care outcomes, improved health of
communities, and decreased per capita costs of health care.

8. •
• To provide educators with the
knowledge and skills required to
train health professions
students for interprofessional
collaborative practice
To develop a common
language and
understand
differences in
teaching approaches
To develop teaching
and practice role
models for students

9. Priority # 2 – Interprofessional collaboration in clinical
practice in SSA
Priority #2 highlights an essential approach to healthcare
training and practice, namely interprofessional education and
collaborative practice (IPECP), that should inform the student
learning experience. IPECP is currently foregrounded in HPE
research, visible in a plethora of publications .

10. •
• Online assessment
• Flexible assessment policies

13. Do we need a signature
pedagogy for interprofessional
education?

14. Physiotherapist
Dentist
Social Worker
Nurse
Surface dimension
Deep dimension
Implicit dimension
(Shulman, 2005)

17. How is it entrenched into
our curricular and guided by
accreditation bodies that
ensure that professional
programs enhance the
history of the profession?

18. How is it entrenched into our curricular and
guided by accreditation bodies that ensure
that professional programs enhance the
history of the profession?
In physiotherapy we assess students on
how they observe the movement of patients
and how they analyse what they see. We
believe that as part of this skill our students
apply values of respect for the patient

19. How is a profession
situated relative to
society and other
professions?

20. How is a profession
situated relative to
society and other
professions?
How engaged are we as
physiotherapists in
movement for health by
society?

22. • Rooted in our past and the question
arises if it's still relevant to our current
situation
• May cause curricular to remain
stagnant/statics – an opportunity for
curriculum transformation
• Professional blueprints are guided by
accreditation bodies that may still be
static

23. T-shaped professionals” are
in high demand for their
ability to solve problems,
lead teams, innovate, build
relationships and strengthen
their organisations.

26. Surface
Deep

27. •
• Co-creating IPE curricular
• Exploring collaborative activities in
healthcare settings
• Evaluating the impact of IPE
programs on graduates

28. Is it happening fast enough?

29. Given the increasing importance
of and attention to health equity
and social justice – is this evident
in our initiatives
What is the impact of COVID-
19?

34. Meaning
Purpose
Impact

37. How is it entrenched into
our curricular and guided by
accreditation bodies that
ensure that professional
programs enhance the
progress of the
interprofessional identity?

38. How is a interprofessional
education situated
relative to society and
within professions?

40. Crookes PA, Else FC, Lewis PA. Signature pedagogies: An integrative review of an emerging
concept in nursing education. Nurse Educ Today. 2020 Jan;84:104206. doi:
10.1016/j.nedt.2019.104206. Epub 2019 Sep 13. PMID: 31733586.
Alan Dow, Andrea Pfeifle, Amy Blue, Gail M. Jensen & Gerri Lamb (2021) Do we
need a signature pedagogy for interprofessional education?, Journal of
Interprofessional Care, 35:5, 649-653, DOI: 10.1080/13561820.2021.1918071
REFERENCES
Jaqueline Alcantara Marcelino da Silva, Marcelo Viana da Costa, Vivian Aline Mininel, Rosana Aparecida
Salvador Rossit & Andreas Xyrichis (2021) The effectiveness of faculty development activities for
interprofessional education : A systematic review protocol, Journal of Interprofessional
Care, DOI: 10.1080/13561820.2021.1929105
Van Schalkwyk, S.C., Kiguli-Malwadde, E., Budak, J.Z. et al. Identifying research priorities for health
professions education research in sub-Saharan Africa using a modified Delphi method. BMC Med
Educ 20, 443 (2020). https://doi.org/10.1186/s12909-020-02367-z
Browne, T, Blake, EW, Baliko, B, et al. Health equity in interprofessional education. Clin Teach. 2021; 00: 1– 3. https://doi.org/10.1111/tct.13330
Browne, T, Blake, EW, Baliko, B, et al. Health equity in interprofessional education. Clin Teach. 2021; 00: 1– 3. https://doi.org/10.1111/tct.13330
Browne, T, Blake, EW, Baliko, B, et al. Health equity in interprofessional education. Clin
Teach. 2021; 00: 1– 3. https://doi.org/10.1111/tct.13330

41. THANK YOU
Social Worker
Psychologist
Artist
Scientist
Occupational
Therapist
Educator