Virtual interprofessional education for the African continent: AFRI-VIPE

This article details how multiple universities came together in 2019 during the Africa Interprofessional Education Network (AfrIPEN) conference in Nairobi, Kenya, to create an interprofessional, multi-continent, multi-university opportunity to give their students an asynchronous and synchronous virt...

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Bibliographic Details
Published in:	African journal of health professions education Vol. 16; no. 2b; p. e2486
Main Authors:	Showstark, M, Wiss, A C, Joosten‐Hagye, D, Sappio, E M, Slusser, M, Cavezza, R, Nyathi, N, Nyoni, C N, Filies, G C, Pattershall‐Geide, J, Embry, E, Zschaebitz, E, Mcginnis, P, Resnik, C, An, I, Delawala, F, Pitout, H, Schweickerdt, L, Muller, J, Africa, L, Kholvadia, A, Ntsekhe, T, Tshotetsi, L, Ricks, E, Biernacki, P
Format:	Journal Article
Language:	English
Published:	06-08-2024
Online Access:	Get full text
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Summary:	This article details how multiple universities came together in 2019 during the Africa Interprofessional Education Network (AfrIPEN) conference in Nairobi, Kenya, to create an interprofessional, multi-continent, multi-university opportunity to give their students an asynchronous and synchronous virtual interprofessional experience through a programme known as VIPE (virtual interprofessional education). The programme, which was created after the conference, was entitled AFRI-VIPE (Africa virtual interprofessional education). From that conference, four AFRI-VIPE events have been implemented to date. Asynchronous material was created, and synchronous sessions were held that utilised problem-based learning to reinforce the Interprofessional Education Collaborative (IPEC) core competencies. Students’ competency attainment was assessed using the Interprofessional Collaborative Competencies Attainment Survey (ICCAS), and analysis of those data showed significant improvements across all six interprofessional subscales for students at both North American- and African-based institutions, as well as across professional groups. All data were kept anonymous. Challenges experienced during AFRI-VIPE included the difference in time zones, student attrition, connectivity and survey response rates. Through their participation in the VIPE model, students and facilitators from a variety of countries and professions appreciated the opportunity to learn with, from and about other students through exposure to authentic case studies.
ISSN:	2078-5127 2078-5127
DOI:	10.7196/AJHPE.2024.v16i2b.2486