Breaking Barriers, Building Bridges: A Review of Interprofessional Collaboration in Medical Education

Abstract

Interprofessional collaboration (IPC) in medical education is critical for equipping future healthcare providers to successfully address the complex problems of today’s healthcare system. Current review investigates the theoretical frameworks, advantages, barriers, innovations, assessment and future direction of IPC initiatives in medical education. Some of the theoretical frameworks, for example, the Interprofessional Education Collaborative (IPEC) Core Competencies and the Collaborative Care Model, serve as a foundation for understanding the principles and processes of IPC. IPC implies a boost in teamwork skills, development of communication skills, better understanding of roles and functions, enhancement of patient-centred care, and preparation for interdisciplinary practice. Nevertheless, some of the challenges, such as logistic constraints, faculty resistance, cultural barriers, lack of interdisciplinarity, and assessment problems hamper the implementation of some IPC initiatives. Future directions include Interprofessional Education (IPE) integration into curricula, health equity as a focus, technology-enhanced learning platforms embracement, interdisciplinary research, scholarship promotion, and fostering global collaboration and exchange. Through the establishment of such challenges and accepting future directions, medical schools will prepare learners to work well with teams and lead in healthcare. IPC in medical education is not just an educational strategy but a transforming force that has the potential to change healthcare systems, improve patient outcomes, and promote health equity as a whole.