Collaboration ; Interprofessional relations ; Medical education ; Professionalism
Abstract
Since the World Health Organization identified interprofessional education (IPE) as an important component
in primary health care in the 1980s, medical and health sciences educators have continued to debate factors
for implementing effective IPE in the classroom. Although IPE research is widespread internationally, few
studies have been done in South Korea. This study explored the current status of IPE and examined factors
that influence IPE in South Korea. A total of 30 (70%) out of 41 medical education experts in medical
schools participated. Forty-seven percent of the participants reported that they allocated less than 5% of
their time implementing IPE in the curriculum of their schools throughout the 4 years of medical school.
Although all experts (100%) agreed that IPE is essential for medical students, they expressed practical difficulties
in implementing IPE in the current education system. Factors that influence IPE are scheduling and curriculum
(e.g., rigid curriculum vs. providing learning environment) and attitudes (e.g., lack of reciprocal respect
vs. willingness to change). In addition, participants reported that communication skills and collaborative
practice employing clinical practice or role-playing would be appropriate education methods and content
for IPE in the future. The findings of this study provide a foundation for the implementation of IPE in
South Korea. Future research directions for IPE in medical, nursing, and pharmacy schools are discussed.