Why interprofessional education is essential in gynaecology and infertility studies?

Gynaecology and infertility encompass intricate domains, intersecting with disciplines such as endocrinology, urology, molecular biology, immunology, genetics, psychology and socioeconomic frameworks (figure 1). To guarantee the best patient results, an interdisciplinary strategy is essential. IPE, aiming to cultivate collaborative practices by allowing diverse healthcare professionals to acquire knowledge ‘with, from and concerning’ one another, provides a comprehensive understanding of the condition and requirements of the patients. It helps to resolve discrepancies, fostering a collaborative environment where diverse areas of expertise integrate seamlessly.

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Figure 1

Interprofessional collaboration in the management of gynaecological disorders or infertility. The central role of the patient, surrounded by various specialists including gynaecologists, endocrine specialists, embryologists, oncologists and immunologists, geneticists, researchers and pharmacologists, psychologists and sociologists. Key processes such as the formation of interdisciplinary teams, training and orientation, skills and knowledge transfer and holistic understanding drive innovation and implementation in patient care. Communication and collaboration among these professionals ensure comprehensive and effective management of gynaecological and infertility issues.

Role of IPE in enhancing gynaecology and infertility research outcomes

Research on infertility can greatly benefit from an IPE approach.3 The aetiologies of infertility are multifaceted, encompassing more than just clinical viewpoints.4 Genomic studies can shed light on chromosomal irregularities; psychological disciplines can explore the emotional distress linked to infertility; and socioeconomic considerations can influence accessibility to therapeutic interventions. Therefore, an integrated, multidisciplinary research methodology is better poised to elucidate causative factors, explore potential therapeutic modalities and formulate holistic management protocols.

The successful application of IPE in reproductive health has been well documented across various studies, demonstrating significant benefits in improving patient outcomes and fostering collaborative practice among healthcare professionals.5–11 For instance, Levi et al highlighted that interprofessional teams, including nurses, advanced practice-registered nurses, nurse-midwives, physician assistants and pharmacists, play a crucial role in delivering comprehensive sexual and reproductive health (SRH) services. They emphasised the importance of IPE in ensuring that all team members are adequately prepared to address SRH needs, which is critical in reducing unintended pregnancies and sexually transmitted infections (STIs).9 Similarly, Baecher-Lind et al discussed the historical and ongoing integration of IPE in obstetrics and gynaecology, where collaborative efforts between obstetricians, midwives and other health professionals have been essential in reducing maternal morbidity and mortality. The study further elaborated on how team-based training, a form of IPE, has been effective in decreasing adverse obstetric events, thereby improving patient safety and outcomes.7 Moreover, Cappiello et al emphasised the development of core competencies in SRH through an interprofessional framework. Their study demonstrated that when primary care providers, including physicians, nurses and pharmacists, are trained together using a standardised set of competencies, it leads to improved SRH care delivery, addressing disparities and enhancing access to care.5 These examples underscore the critical role of IPE in reproductive health, illustrating how collaborative education and practice among diverse healthcare professionals can lead to better health outcomes and more effective patient care.

Interprofessional education and SDGs

It is important to contextualise IPE in gynaecology and infertility within the framework of the SDGs (table 1) (a) Good health and well-being (SDG 3): promoting health and well-being is fundamental to SDG 3. Approximately 10%–15% of couples experience infertility, which has implications for their physiological and psychological well-being.12 Incorporating holistic health education into IPE ensures that healthcare professionals understand and address all aspects of a patient’s health. This includes physical health, mental health and social factors that may contribute to infertility, such as stress and lifestyle choices. (b) Gender equality (SDG 5): infertility impacts both men and women, yet societal expectations and pressures frequently place a greater burden on women.13 Through IPE, one can address the comprehensive sociocultural implications of infertility by fostering open dialogue, education and community support, thereby challenging traditional gender norms and promoting equity in understanding and managing fertility challenges. IPE should include gender–equity–workshops, which can address unconscious biases and teach professionals how to provide gender-sensitive care. IPE should also implement community programmes that educate the public about infertility, challenging the stigma and gender biases associated with it. These programmes can foster a supportive environment for individuals and couples facing fertility issues.14 Moreover, through IPE, the healthcare professionals will be equipped with skills to advocate for policies that support gender equity in reproductive health. (c) Reduced Socioeconomic and Regional Inequalities (SDG 10): the availability of infertility treatment demonstrates significant disparities across socioeconomic strata and geographic regions. IPE in gynaecology and infertility can significantly reduce socioeconomic and regional inequalities (SDG 10) by fostering collaborative training programmes that include various healthcare professionals, such as gynaecologists, nurses and public health experts. Community-based education and telemedicine training can expand access to quality care in underserved regions, while policy advocacy training equips professionals to champion equitable infertility treatment policies.15 Developing cost-effective treatment protocols, promoting interdisciplinary research for affordable treatments and providing cultural competency training can further enhance care accessibility. Financial counselling services and partnerships with NGOs and government programmes ensure comprehensive support, making infertility treatments more affordable and widely available. (d) Partnerships for the goals (SDG 17): collaborative practice modules should be integral to IPE to promote collaborative practices among gynaecologists, urologists, mental health professionals and social workers. These modules should emphasise the importance of teamwork in providing holistic care that considers both male and female infertility issues.16 17 Thus, IPE epitomises collaborative healthcare, uniting specialists from diverse domains towards a unified objective.2 Such interdisciplinary partnerships can catalyse innovative solutions, drive policy reform and spearhead awareness initiatives that resonate with the core principles of SDG 17.1 Developing and implementing integrated care pathways through IPE can streamline the patient journey, ensuring that all necessary services and interventions are provided in a coordinated and timely manner. This integration reduces the stress and confusion commonly associated with navigating infertility treatment.

What are the challenges and the way forward?

The merits of incorporating IPE in gynaecological and infertility studies are clear. However, there are notable obstacles such as institutional compartmentalisation, established professional hierarchies and an absence of a unified curriculum. Addressing these issues by endorsing curriculum changes, organising professional workshops and fostering joint research endeavours will set the stage for genuine interprofessional synergy.18 Addressing these challenges in implementing IPE necessitates a comprehensive strategy that confronts the entrenched institutional compartmentalisation and hierarchical structures that pervade healthcare and academic environments. These challenges impede the integration of collaborative practices, which are fundamental to the success of IPE. A thorough analysis of potential solutions is critical to cultivating a culture of collaboration and mutual respect among healthcare professionals across disciplines. One effective strategy involves the reconfiguration of educational curricula to embed interdisciplinary learning early in professional training. Integrating joint modules, where students from various disciplines participate in problem-based learning and case studies, can effectively dismantle barriers and foster mutual understanding. This approach not only facilitates the exchange of knowledge but also nurtures a collective commitment to patient care. Additionally, institutional policies must be reformed to support and incentivise interprofessional collaboration. This includes revising evaluation and reward systems to recognise and prioritise teamwork and collaborative achievements over individual accomplishments. By aligning institutional incentives with collaborative outcomes, professionals are more likely to engage in and prioritise IPE and interprofessional practice. Leadership within healthcare organisations and educational institutions plays a pivotal role in advancing IPE by creating an environment that promotes open communication and the dissolution of professional silos. This can be achieved through regular interprofessional workshops, team-building initiatives and leadership development programmes that underscore the value of collaboration in enhancing patient outcomes. Furthermore, addressing professional hierarchies requires the promotion of a culture of equality, where the contributions of all professionals are equally valued. Establishing interprofessional committees with balanced representation from all disciplines ensures that decisions regarding patient care and educational programmes are made collaboratively. By adopting these strategies, institutions can foster a more integrated and effective approach to healthcare education, ultimately leading to improved patient outcomes and professional satisfaction.

Thus, education providers can integrate IPE into the gynaecology and infertility curriculum by developing interdisciplinary modules that include collaborative case studies, simulations and workshops. These modules should involve various healthcare professionals such as doctors, nurses, midwives and social workers, emphasising the importance of teamwork in patient care. Additionally, partnerships with community organisations and regional healthcare providers can offer practical, diverse perspectives, addressing socioeconomic and regional disparities. Regular assessments and feedback mechanisms should be established to continuously improve the IPE programmes, ensuring they align with the goals of good health, gender equality, reduced inequalities, and strong partnerships.

To abstract, the complex nature of reproductive health necessitates a unified, multidisciplinary strategy. As we progress towards realising the SDGs by 2030, it is crucial to emphasise and assimilate IPE as a foundational element in gynaecology and infertility studies. In this pursuit, we not only elevate patient care but also move decisively towards shaping a fairer, healthier and more inclusive society.