Table 3.

Round 3 consensus on the IPE framework for international electives Delphi guide statements N = 8.

Home and host training institution’s operational needs for IPE during international electives	Agree (%)	Disagree (%)
1. Home and host institutional leadership support for IPE in international electives programs	100
2. Home and host institution administrative support to handle students’ logistical needs before, during, and after the IE placement	100
3. Faculty trained in IPE at the host institution to support and supervise students	87.5	12.5
4. Partnership agreements that explore and allow reciprocity with home and host institutions	100
5. Learning facilities to aid student learning	75	25
6. Clear application system in place to guide students on IPE elective application requirements	100
7. Communication strategy between home and host institution during preparations, implementation, and post-participation	100
8. Adequate financial support to cater to students’ logistical costs	100
9. Students from 2 or more different professional disciplines from home and host institutions (preferably those in the clinical training years)	87.5	12.5
10. The IPE student groups during the elective placement at host institutions should include a minimum of 2 or more disciplines	87.5	12.5
11. Each IPE student group during the elective should have 2–8 students to enable adequate learning	87.5	12.5
Acculturation considerations
12. Pre-elective IPE orientation didactic sessions or seminars offered by the host institution to students, to enable understanding of roles, expectations, the domains of IPE, and the flow of activities	100
13. Pre-Elective IPE training (workshops or seminars) offered to faculty, clinical and community instructors, to enable understanding of roles, expectations, the domains of IPE, and the flow of activities	87.5	12.5
14. Onsite Orientation by the host institution on various social aspects and living to enable acclimatization of students in consideration of language, cultural humility, and equity.	87.5	12.5
Competencies to be gained by students participating in IPE international electives. By the end of the international elective students should be able to;
15. Demonstrate Knowledge attitudes, and skills for, teamwork	100
16. Demonstrate knowledge and understanding of the different roles, boundaries, responsibilities, and expertise of various health professionals in the team	100
17. Communicate effectively and respectfully with other health professionals’ students, faculty, patients, community, etc.	100
18. Demonstrate an awareness of cultural differences in health profession command and conduct in another country	100
19. Express one’s opinions with others involved in patient care with respect and humility	100
20. Reflect critically and evaluate their performance and that of the team	100
21. Develop a plan on how to apply interprofessional education and skills gained during the international elective back home in the clinical, community, or public health setting	100
22. Recognize the central role of the patient/ community in collaborative care	100
23. Acknowledge the views and ideas of other professionals during an international elective	100
IPE teaching approaches that can be utilized during International Electives at Host institutions
24. Simulation-based IPE teaching	87.5	12.5
25. Interprofessional community placements	100
26. Country-specific case study-based interprofessional teaching	100
27. Joint tutorials using a flipped-classroom approach	100
28. Joint clinical placements through joint ward rounds and bedside teaching	100
IPE learner’s assessment approaches during international electives at host institutions
Formative (ongoing assessment)
29. Pre-elective course knowledge/skills/Attitudes Surveys	100
30. Portfolio-based assessments (collection and review of individual and group work projects or assignments done)	87.5	12.5
31. Simulated cases involving interprofessional practice	100
32. Peer to Peer assessment	75	25
33. Team Observed Structured Clinical Examination (TOSCE)	100
Summative assessment (end of program assessment)
34. Post Elective course knowledge/skills/attitude surveys	100
35. Self-reflection through Elective Report at the end	87.5
36. Team Observed Structured Clinical Examination (TOSCE)	100
37. Simulated cases involving interprofessional practice	100
38. Group feedback sessions	75	25
Mode of elective delivery
39. Online: utilizing the teaching and assessment approaches that can be applied in a virtual platform, e.g., country-specific case studies	87.5	12.5
40. Actual outbound physical mobility to a specific host institution	100
41. Blended approach with both online and actual mobility at the host institution	100
Public health considerations
42. Adherence to the public health national guidelines for home and host institutions and countries with respect to health and safety requirements for traveling trainees.	100	0

Consensus was at ≥ 70% per statement if the panel selected agree.