Enhancing Veterinary Education through Interprofessional Education (IPE): Initiatives, Challenges, and the Path Forward
Interprofessional Education (IPE) has gained recognition as a crucial component in enhancing collaboration and quality of care among healthcare professionals. While much attention has been directed toward human medical education, this abstract focuses on the significance of integrating IPE into veterinary and veterinary nursing curricula. The World Health Organization emphasises the importance of IPE, recognising its potential to improve collaborative practices and service quality. In veterinary practices, interprofessional teams are integral, making IPE essential for fostering effective collaboration and supporting Interprofessional Practice (IPP).
To explore and implement veterinary IPE initiatives, researchers have adapted insights from medical education. A validated scale assessing readiness for interprofessional learning, originally designed for healthcare students, has been applied in a veterinary context. Studies have identified challenges and enablers in veterinary IPE and IPP, including issues related to perceptions of roles, hierarchical structures, and the willingness to collaborate. Curricular challenges include scheduling complexities and managing group dynamics, particularly in programs with larger veterinary student cohorts compared to veterinary nursing.
Several successful initiatives have been developed to introduce IPE in veterinary education. "Talking Walls," initially designed for healthcare students, has proven effective for veterinary and veterinary nursing students. This approach involves professional groups defining each other's roles in a veterinary scenario, leading to facilitated discussions. Other initiatives include collaborative problem-solving, role-playing clinical scenarios, and joint activities during induction week. Positive outcomes include heightened awareness of each profession's roles and improved understanding of interprofessional teamwork.
In conclusion, the importance of IPE in veterinary education is evident, yet challenges persist in its implementation. This workshop will introduce the topic to delegates and plan successful initiatives to improve educational offerings in home institutions. It will focus on the need to integrate IPE as a core component of curricula, ensuring graduates are well-prepared for interprofessional practice.
References:
Kinnison, T., Lumbis, R., Orpet, H., Welsh, P., Gregory, S., Baillie, S. (2011). Piloting interprofessional education interventions with veterinary and veterinary nursing students. J Vet Med Educ, 38(3), 311-318.
Irwin-Porter, G. (2023). Veterinary and veterinary nursing students’ perceptions of interprofessional working and interprofessional education at the University of Bristol Veterinary School. [MEd Dissertation]. University of Bristol.
McCorry, M., Kelly, R. (2023). Piloting an interprofessional skills and case-based project at University College Dublin’s School of Veterinary Medicine. Proceedings of InVeST Conference; 05.02.2023; St. George’s University, School of Veterinary Medicine, Grenada, W.I.