Experience of akaki tsereteli state university medical faculty in implementing interprofessional education (IPE) through problem-based learning (PBL)

Background: Collaboration and communication are essential in healthcare. Interprofessional Education (IPE) trains students from medicine, nursing, pharmacy, and rehabilitation for teamwork in multidisciplinary settings. Despite its benefits, IPE integration faces logistical and cultural challenges. Problem-Based Learning (PBL) offers a structured approach, fostering active learning, critical thinking, and problem-solving through interdisciplinary collaboration on clinical cases. Objective: This study examines the impact of PBL-based IPE on teamwork, communication, and interdisciplinary preparedness at Akaki Tsereteli State University Medical Faculty. Methods: Three PBL sessions engaged students from medicine, pharmacy, health care, and rehabilitation in real-world clinical cases: Medical Problem Analysis – Diagnosis, treatment, and management. Specific Treatment Approaches – Therapeutic planning and medication use. Medical Law and Health Policy – Ethical and legal aspects in healthcare. Rehabilitation and Physical Therapy – Strategies for patient recovery. Students worked in interprofessional groups, following a structured process of problem identification, knowledge sharing, solution development, and reflection. A mixed-methods approach included pre- and post-assessment surveys and qualitative data from focus groups and interviews. Results: Findings showed significant improvements in teamwork, communication, and problem-solving skills. Surveys indicated increased confidence in interdisciplinary collaboration, while qualitative feedback highlighted better understanding of professional roles. Students valued the integration of medical, legal, and rehabilitation perspectives, enhancing their holistic approach to patient care. PBL facilitated interactive learning, improving students' ability to apply theoretical knowledge to clinical practice. Discussion: PBL-based IPE effectively enhanced students' collaborative skills and professional readiness. Challenges such as differing engagement levels and discipline-specific terminology were noted. Future improvements should include more clinical exposure and interactive elements to strengthen learning outcomes. Conclusion: This study confirms that PBL-based IPE fosters interdisciplinary teamwork and critical thinking in medical education. The findings support continued PBL integration into IPE curricula to prepare students for collaborative clinical practice. Future research should explore long-term outcomes and broader implementation strategies. Take-Home Message: Structured PBL sessions significantly enhance teamwork, communication, and problem-solving skills in healthcare students. Integrating PBL into IPE fosters interdisciplinary collaboration and a holistic approach to patient care, preparing students for effective team-based practice.