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Table 1 Enablers and barriers of IPE for medical and nursing students

From: Effects of interprofessional education for medical and nursing students: enablers, barriers and expectations for optimizing future interprofessional collaboration – a qualitative study

Enablers
Development and promotion of interprofessional thinking and acting
 patient centered care
Acquisition of shared knowledge
Promotion of information and knowledge exchange
Promotion of mutual understanding
 mutual acceptance
 respect for each other
 reduction of hierarchies
Prerequisites for successful IPC
 specific skills and knowledge
  communication
  specific roles and tasks of medical and nursing profession
  ability to put oneself in the other profession’s perspective
Barriers
Standardization of learning content levels
Different levels of knowledge
Chronological harmonization of medical and nursing curricula
Organization of IPE lectures
 personal resources
 time resources
 financial resources
Low mutual respect between medical and nursing students and resulting limited willingness for IPE
Low appreciation of medical students towards nursing students
Capacity-legal issuesa
  1. a In Germany, the number of medical students, that a University hast to accept, is determined by a formula that contains the faculty’s total teaching hours and class sizes. As a consequence, any engagement of faculty members in additional teaching formats provides an argument for additional medical students to enforce their acceptance legally