Identifying facilitators and barriers for implementation of interprofessional education: Perspectives from medical educators in the Netherlands

ABSTRACT

Patient care and patient safety can be compromised by the lack of interprofessional collaboration and communication between healthcare providers. Interprofessional education (IPE) should therefore start during medical training and not be postponed until after graduation. This case study explored the current situation in the Dutch context and interviewed experts within medical education and with pioneers of successful best practices to learn more about their experiences with IPE. Data analysis started while new data were still collected, resulting in an iterative, constant comparative process. Using a strengths, weaknesses, opportunities, and threats (SWOT) analysis framework, we identified barriers and facilitators such as lack of a collective professional language, insufficient time or budget, stakeholders’ resistance, and hierarchy. Opportunities and strengths identified were developing a collective vision, more attention for patient safety, and commitment of teachers. The facilitators and barriers relate to the organisational level of IPE and the educational content and practice. In particular, communication, cohesiveness, and support are influenced by these facilitators. An adequate identification of the SWOT elements in the current situation could prove beneficial for a successful implementation of IPE within the healthcare educational system.

KEYWORDS:

• Communication
• interprofessional collaboration
• interprofessional education
• support

Acknowledgements

We would like to thank all participants for their time, Harry Veenhoven (HV) University Medical Centre Utrecht for helping with the interviews, and Deborah Sleight from Michigan State University for editing the manuscript.

Declaration of interest

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of this article.

Notes

^1. Dutch higher education is organised as a binary system, consisting of 14 universities and over 40 institutions for higher vocational education—the Dutch term is hogescholen. For more information see De Boer, Enders, and Leisyte (2007).

^2. See: www.who.int/classifications/icf/en/