Table 2 Results of SWOC Analysis

Strengths

Weaknesses

• Having motivated faculty members

• Diversity of disciplines who are willing to participate in IPE

• Existence of IPE Steering Committee that ensures quality control

• Shared competencies that are tailored for Qatar

• Motivated students and students perceptions determined through RIPLS and feedback

• Output: successful implementation of several IPE activities

• Output: peer-reviewed abstracts and scholarly publications

• Mentorship to others who have less experience

• International collaboration with experts in the field

• Rapid development and speedy actions on new ideas

• Time allocated in curriculum may not be sufficient

• Location of the different healthcare schools

• Experiential training location and timing mismatch with IPE

• Few professional development activities for those involved

• Lack of adequate IPE training and experience

• Lack of sufficient IPE facilitation experience

• Lack of impact assessment on educational outcomes

• Lack of funds and manpower dedicated for IPE

• Lack of faculty recognition (CE points, workload)

• Nonexistence of simulation labs and standardized patient (SP) programs

Opportunities

Challenges

• Leadership opportunity through organizing and hosting regional IPE conference

• Establishment of IPE students society in the country

• Assessment of impact on practice (collaborative care activities increasing in Qatar)

• Provided a new area of research, scholarship and productivity

• Meeting accreditation agency standards (Canadian Council on the Accreditation of Pharmacy Programs)

• An opportunity to poster collaboration with a new College of Medicine

• Compliance with and recognition from national regulatory bodies (Supreme Council of Health policies and regulations)

• Use of relevant IPE activities to earn CE points

• Plans to have a dedicated IPE center

• An opportunity for students exchange

• Gender segregation due to cultural issues

• Curriculum alignment is lacking from partners

• Students buy-in on IPE philosophy

• Managing workload due to lack of faculty designation and dedicated personnel

• Discrepant efforts between different professions

• Incorporation of all relevant disciplines in a particular IPE activity and case

• Logistic difficulties are a significant challenge to IPE

• Assessment of impact in real-life practice is a challenge

• Sustainability of the program

• Lack of structured and objective way of students’ assessment

• Discrepancies in students number (e.g. too many medical students implies that they may dominate) and their levels of study

• Current state in practice (collaborative practice) not matching with the educational developments