Tribune News Network
Doha
The Health Sector at Qatar University (QU) has initiated the Fall 2024 semester with an engaging and collaborative Interprofessional Education (IPE) activity titled ‘Mental Health: An Interprofessional Team Approach.’ This newly designed event, which brought together students from diverse health disciplines, aimed to enrich the interprofessional learning experience of 392 students and 33 facilitators from various programs, including Biomedical Sciences, Nutrition Sciences, Public Health, Nursing, Medicine, Pharmacy, and Genetic Counselling.
Students embarked on an interactive journey into mental health through a series of collaborative exercises. The IPE event kicked off with introductions, where students shared details about their respective health professions and academic backgrounds. This simple exchange allowed the diverse group to form stronger connections and laid the foundation for interprofessional learning.
Guided by Dr. Lily O’Hara, associate professor of Public Health at QU and the lead facilitator for the event, the session opened with a creative icebreaker: the Spaghetti-Marshmallow Tower Challenge. This engaging activity tested students’ creativity and teamwork skills as they worked together to build freestanding towers using only spaghetti and marshmallows.
Following the icebreaker, students participated in a lively matching game, where they were tasked with identifying different health professions based on descriptive clues. This light-hearted exercise not only introduced students to each other’s roles in healthcare but also set the tone for deeper, more meaningful discussions throughout the day. The group then watched a compelling video that addressed the complexities of mental health. The video prompted reflection and discussion, leading into a case study that emphasized the collaborative roles of various health professions in supporting mental health care.
To solidify their learning, students were given the opportunity to create impactful communication materials, such as social media graphics and posters. These materials were designed to raise awareness about mental health, reduce stigma, and promote help-seeking behaviours. The hands-on project emphasized the importance of public engagement in mental health advocacy and demonstrated how students from different health disciplines can work together toward a common goal.
At the conclusion of the event, students were asked to reflect on their experiences by sharing their thoughts through a single word via Mentimeter, a digital platform used to gather real-time feedback. Their collective responses, described as a “mosaic of insights and revelations,” captured the profound impact of the day’s activities.
Facilitators also collected feedback to assess the effectiveness of the session, with the goal of refining future IPE activities. This reflective process was key to ensuring that each subsequent event would build upon the success of this one, making the experience even more enriching for future participants.
Dr. Lily O’Hara shared her thoughts on the success of the activity, noting, “This was the first IPE activity that most students had participated in, and they were all so excited to get the opportunity to learn with, from, and about students from a range of other health professions. The topic of mental health and wellbeing is one that all students can relate to, and it encompasses everything from mental and emotional flourishing to mental illnesses and disorders. Through the activities, students discovered that working together as an interprofessional team provides the best mechanism for improving mental health and wellbeing at individual, community, and societal levels.”
Dr. Rania Farajallah, a graduate student and facilitator, also reflected on the experience, “Whenever IPE is mentioned, the phrase ‘with, from, and about’ comes to mind. As a facilitator, I was honoured to guide my group. The students showcased the traits of collaborative work, and together they created an umbrella of mental health knowledge that reinforced their understanding of interprofessional education. Coming from a dentistry background, I was particularly impressed with the group’s questions, as they reflected the students’ awareness and intellectual curiosity.”
Salwa Ali, a second-year Health Professions Education student and facilitator, was thrilled to take part in her first IPE activity, “I was excited to facilitate and apply my skills to help students collaborate across different fields. Initially, I was nervous about balancing everyone’s needs, but the experience was truly rewarding. I’m proud of how much the students learned about teamwork and communication, and I look forward to participating in IPE again.”
For second-year medical student Mohamed Abdel Salam, the IPE activity was both educational and enjoyable, “I thoroughly enjoyed the chance to communicate and collaborate with peers from various health professions. Participating in the ‘Guess the Profession’ activity and creating the awareness poster were not only fun but also highlighted the significance of teamwork in healthcare. This experience has deepened my appreciation for the collaborative efforts required to improve patient care.”
The IPE activity is part of QU Health’s IPE Passport Program, which enables students to participate in interprofessional learning opportunities throughout their academic journey. This program is designed to meet essential competencies in IPE, helping students understand key concepts and principles of collaborative healthcare. By incorporating these activities into their courses, QU ensures that students are well-equipped to contribute to the future of patient care.
QU’s Health is committed to becoming a regional leader in interprofessional health education and research, fostering a culture of innovation and excellence. The success of events like the IPE activity on mental health highlights the vital role that teamwork and collaboration play in addressing complex healthcare challenges and improving outcomes for patients across the region.
