Volume 20, Issue 2 (Summer 2025)
jmed 2025, 20(2): 1266-1267 |
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Gharibi V. Challenges and Opportunities of Interprofessional Education in Occupational Health and Safety Engineering: Global Experiences and Localization Strategies for Iran. jmed 2025; 20 (2) :1266-1267
URL: http://jmed.ssu.ac.ir/article-1-1566-en.html
URL: http://jmed.ssu.ac.ir/article-1-1566-en.html
Assistant Professor, Department of Occupational Health and Safety Engineering, School of Public Health, Arak University of Medical Sciences, Arak, Iran. & Research Center of Social Factors on Health, Arak University of Medical Sciences, Arak, Iran , gharibivahid@gmail.com
Abstract: (31 Views)
This letter to the editor underscores the critical role of Interprofessional Education (IPE) in enhancing collaborative practice within Occupational Health and Safety (OHS) and HSE fields. Drawing on global evidence, IPE fosters mutual respect, clarifies professional roles (e.g., industrial hygienists, occupational nurses, safety engineers), and improves problem-solving capabilities in complex workplace settings . Successful models from Canada and Europe integrate joint curricula using simulations and problem-based learning, which strengthen soft skills like conflict resolution and teamwork .
However, implementing IPE in Iran faces significant barriers, including:
Siloed academic structures and rigid curricula, Insufficient technological infrastructure for collaborative learning, Cultural resistance among faculty accustomed to traditional methods, and Scarcity of localized educational resources.
To address these challenges, localization strategies emphasize:
Curriculum reform to embed interdisciplinary projects, Faculty training in IPE methodologies, Investment in digital platforms (e.g., Virtual IPE/VIPE) , University-industry partnerships for practical training, and Culturally adapted content reflecting Iran’s socio-professional context .
Quantitative evidence on IPE’s impact remains limited, but qualitative data indicate improved student confidence and team efficacy . For Iran, aligning these strategies with policy reforms and infrastructure development is vital to harness IPE’s potential in training a versatile OHS workforce.
However, implementing IPE in Iran faces significant barriers, including:
Siloed academic structures and rigid curricula, Insufficient technological infrastructure for collaborative learning, Cultural resistance among faculty accustomed to traditional methods, and Scarcity of localized educational resources.
To address these challenges, localization strategies emphasize:
Curriculum reform to embed interdisciplinary projects, Faculty training in IPE methodologies, Investment in digital platforms (e.g., Virtual IPE/VIPE) , University-industry partnerships for practical training, and Culturally adapted content reflecting Iran’s socio-professional context .
Quantitative evidence on IPE’s impact remains limited, but qualitative data indicate improved student confidence and team efficacy . For Iran, aligning these strategies with policy reforms and infrastructure development is vital to harness IPE’s potential in training a versatile OHS workforce.
Keywords: Interdisciplinary education, occupational health and safety engineering, curriculum localization
Type of Study: letter to editor |
Subject:
Occupational Health
Received: 2025/06/7 | Accepted: 2025/06/20 | Published: 2025/09/22
Received: 2025/06/7 | Accepted: 2025/06/20 | Published: 2025/09/22
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