Introduction: The Promise and Challenge of Interprofessional Education in Sudan
Interprofessional education (IPE) has emerged as a powerful approach to prepare health professionals for collaborative practice. In Sudan, where healthcare systems face workforce shortages, brain drain, and resource constraints, IPE offers a pathway to improved patient safety and more coordinated care. Yet the transition from traditional, discipline-based curricula to integrated, team-based learning is hindered by a complex mix of institutional, learner, and systemic obstacles. This article synthesizes recent findings from Sudanese higher education institutions and outlines practical steps for overcoming these barriers.
Institutional Barriers: Curriculum Rigidity and Resource Gaps
A central finding across Sudanese medical and health faculties is that integrating IPE content into existing curricula is a significant obstacle. More than six in ten respondents identified this issue, with many linking it to a traditional, rigid curriculum that resists change. This rigidity not only slows the adoption of interprofessional modules but also reinforces siloed professional identities, undermining teamwork.
Leadership support emerges as a critical determinant of success. An overwhelming majority (about 98%) stressed the need for active administration buy-in, policy adjustments, and calendar changes to enable IPE. Financial resources and dedicated space for IPE activities further compound the challenge, particularly in environments characterized by political and economic instability and brain drain. Without strong, visible leadership and predictable funding, even well-designed IPE curricula may fail to take root.
Resource constraints extend beyond money to include faculty time and training. Participants highlighted the need for trained staff, adequate staffing, and professional development to shift teaching practices toward active, learner-centered modalities such as simulation, team-based projects, and problem-based learning. In short, successful IPE requires an organizational commitment to invest in both people and space.
Learner-Related Barriers: Preparedness, Attitudes, and Hierarchies
The learner landscape in Sudan presents its own hurdles. About 70% of respondents argued that students across disciplines bring varying levels of knowledge and clinical exposure, which can impede meaningful collaboration. Differences in preparation and maturity can generate attitude-related friction if not managed properly. Early exposure to IPE—preferably at preclinical or early clinical stages—was repeatedly suggested as a solution to normalize teamwork before professional identities crystallize.
Effective IPE also demands enhanced communication, motivation, and problem-solving skills among learners. Orientation sessions for both students and staff, along with clear objectives and roles, help reduce conflicts and foster mutual respect. When students are paired or grouped across disciplines, careful facilitation is required to prevent entrenched hierarchies from reappearing in interprofessional settings.
Systemic and Cultural Barriers: Stability, Policy, and Evaluation
Beyond classrooms and curricula, broader systemic factors shape IPE implementation. Political and economic instability in the country has contributed to staffing shortages and a “brain drain” that undermines long-term planning. This systemic instability makes it difficult to sustain funding, training, and policy reforms required for IPE to flourish.
Cultural dynamics and professional hierarchies also pose challenges. In some settings, dominant disciplines may overshadow others, restricting the collaborative learning environment IPE seeks to create. Addressing these power dynamics requires explicit policy support, inclusive governance structures, and ongoing assessment of interprofessional interactions.
Pathways to Realistic and Sustainable IPE in Sudan
Despite the challenges, several actionable steps can pave the way for sustainable IPE integration in Sudan:
- Embed IPE modules in core curricula with clear milestones and outcomes shared across colleges.
- Secure committed leadership and stable funding, including dedicated spaces and simulation facilities.
- Invest in faculty development to shift pedagogy from didactic to learner-centered approaches.
- Introduce early IPE experiences and structured orientation to align expectations across disciplines.
- Foster a culture of mutual respect by addressing hierarchies and promoting inclusive governance.
- Implement ongoing evaluation using practical, outcome-oriented metrics to monitor progress and impact on patient care.
These strategies, rooted in institutional commitment and strategic planning, can help Sudanese universities translate the promise of IPE into tangible improvements in healthcare education and, ultimately, patient outcomes.
Conclusion: A Call for Coordinated Action
Interprofessional education remains a transformative but challenging endeavor in Sudan. The obstacles are multifaceted, spanning curriculum structure, leadership, resources, learner preparedness, and systemic stability. By prioritizing curricular reform, leadership engagement, faculty development, and rigorous evaluation, Sudan can harness the benefits of IPE—better teamwork, more efficient use of resources, and improved care for patients. The journey requires coordinated action, sustained investment, and a shared vision of collaborative health education.
