Interprofessional Education (IPE) in Reproductive Health in Low- and Middle-Income Countries (LMIC)

Interprofessional Education (IPE) in Reproductive Health in Low- and Middle-Income Countries (LMIC)

This thesis Fatikhu Asmara explores the impact of student engagement in interprofessional education (IPE) on reproductive health outcomes in low- and middle-income countries (LMICs), emphasizing interprofessional identity and self-reflection. Improving reproductive health is a global priority, yet LMICs like Indonesia face resource constraints and workforce shortages, contributing to a maternal mortality rate of 189 per 100,000 live births—far above WHO’s target of 70 by 2030. Interprofessional collaboration (IPC) is vital for addressing these gaps, and health professional education (HPE) prepares students for effective teamwork. IPE fosters collaboration among diverse learners, enhancing care quality and access.

This thesis addresses six research questions, including IPE implementation in LMICs, integration with community-based education (CBE), cultural adaptation of the EPIS-RI scale, development of a self-reflection logbook, student challenges, and the impact of IPE on health outcomes. Findings from a scoping review reveal limited studies on IPE in LMIC reproductive health, highlighting the need for pedagogical strategies. Mixed-method research shows that combining IPE and CBE improves teamwork, confidence, and community engagement. The EPIS-RI instrument demonstrates validity for assessing interprofessional identity, while the logbook supports reflective learning. Analysis of student challenges indicates progressive skill acquisition with feedback. Comparative studies reveal that IPE teams positively influence antenatal care visits and iron tablet use. Using the 3P model, this thesis concludes that IPE enhances collaborative learning and maternal health outcomes in LMICs, despite limitations in generalizability and scope.