Interprofessional learning (IPL) is learning that arises from the interaction between members of two or more professions and may develop through interprofessional education (IPE) or during interactions in educational or clinical practice settings¹.  

Interprofessional education (IPE) has been recognised for its benefits in healthcare education and practice by enhancing collaboration, communication and teamwork among health professions education students^2,3,4. The aim is for health professionals from diverse fields to work together to deliver comprehensive services, ensuring the delivery of the highest quality of care to patients, their families, carers, and communities5. According to the World Health Organisation (WHO), IPE “occurs when students from two or more professions learn about, from, and with each other”6 to develop skills that are essential for interprofessional collaborative practice.

Health Promotion (HP) Activity

The health promotion activity was supervised by Mrs Baheya Najaar (Site Facilitator for Department of Family, Community Emergency Care, UCT) and Mrs Fahmida Harris (Snr. Clinical Educator from the Division of Physiotherapy, DHRS, UCT). Students from 4th year MBCHB Health in Context (HIC) course; Division of Physiotherapy and Disability Studies  contributed to the health promotion initiative at F.G Lowe Village in Hanover Park. Participation of residents was voluntary and included older persons from the independent living and frail care centres. 

The aim of the HP activity was to promote health amongst older persons by educating on co-morbidities such as diabetes and hypertension. Developed and presented by MBCHB students, the HP activity was modelled on the amazing race but tailored for older persons. Consisting of four stations; with core messages and activities focusing on behavioural determinants of health i.e. nutrition guidelines, foot care, physical activity, self-medication and its benefits were highlighted for the residents. 

To celebrate World Physiotherapy Day, physiotherapy students emphasized theme principles of healthy ageing and falls prevention, providing much needed physical activity that was enjoyed by all.

In line with the WHO definition of active ageing, participants were allowed to practice autonomy and independence in identifying their own health needs and were empowered to be accountable and take responsibility for their own health. 

Social responsiveness refers to duty of organisations and individuals to respond to social needs and contribute positively to the welfare of their communities. Community participation is notably a core principle of health promotion activities within the health sciences faculty and plays a significant role in transformation. 

Students and residents collectively participated in planning the programme for the day providing agency to this group of retired individuals. Elated FG Lowe residents were also gifted with lunch and goodie bags as a gesture to say thank you for their participation. They reported enjoyed learning experiences in a “relaxed and fun environment”. 

Physiotherapy students provided valuable feedback:

“Working with the med students was very beneficial and insightful. We decided to include the FG Lowe residents in the planning of the programme/event to get an idea of what they actually feel like they really need to gain more knowledge and education on. This helped shape some goals for us students and lead the planning in a more effective direction”

“This was a very fun and exciting programme to be part of. I really enjoyed working together with different disciplines and seeing how they apply their clinical skills and interact/manage certain health conditions that physios also play a role in”

The well-being of health professionals often hinges on their ability to work together seamlessly4 and many studies have highlighted these benefits, emphasising shared goals and a person-centred approach to care^7,8,9. This approach improves access to health interventions, supports coordination and enhances involvement in decision-making¹⁰. The approach also strengthens health systems, making them more resilient, comprehensive, and responsive to population needs¹¹. 

This cultural shift towards collaboration starts in educational institutions where students from various health professions learn together, fostering mutual respect and understanding. This culture, nurtured through IPE, is essential for transforming healthcare settings into places where teamwork is the norm, not the exception⁴.