Table 2. Challenges to implementing IPE in developed and developing countries and suggested solutions.

No	Challenges to implement IPE	Developed countries	Developing countries	Suggested solutions
1	IPE curriculum challenges: content, curriculum integration, time and schedule, rigidity	[13], [27], [29], [33]–[35], [37]–[39], [42], [43], [45], [46], [49], [51], [52], [54]–[58], [60], [61]	[25]	Involve students and faculty in early stages of curriculum development [29], [36], [45], [47], [49]; Students and faculty should evaluate course contents provide feedback of the IPE [51]; Integrate IPE into the existing core course curriculum [60]; Commit the leadership in addressing time and scheduling barriers [33]; Use innovative approaches using web-based IPE wherever possible [34]
2	Leadership weakness	[13], [27], [32], [40], [45], [47], [54]–[56], [60], [62]	None	Identify and use committed champions on IPE to spearhead the program [41], [45]; Put in place institutional agreements to help sustainability; Involve the IPE committee from the planning phases [32], [55]
3	Resources: financial challenges, physical infrastructure and distance	[14], [27], [28], [34]–[41], [50], [55], [56], [59]	[26]	Integrate IPE into the mainstream curriculum to save operational costs by using available resources and infrastructures [14], [37]; Build on positive results to encourage funding, institutional support, and other resources [41]; Conduct IPE on existing infrastructure using the same faculties; Use web-designed IPE to help solve distance and infrastructure barriers whenever possible [34]; Conduct small IPE classes to help minimize the need for larger classrooms and to improve interactions [52]
4	Attitudes and stereotypes	[13], [14], [27], [36], [39], [47], [49], [53], [55], [58]	[25]	Implement faculty development programs before the starting IPE [36], [49]; Help faculty to identify stereotypes by themselves [29]; Involve professional bodies from the inception of IPE and explain the role it can have to break gridlocks among them; Involve deans and faculty leaders to break institutional barriers [56]
5	Students' characteristics	[14], [29], [33], [46], [47], [49], [57]	None	Acknowledge the diversity and learning needs of each group before starting IPE; Use PBL to help stimulate learning by different professions
6	IPE concept	[29], [36], [38], [40], [41], [45], [59]	None	Set a clear curriculum and involve all parties before the beginning of and throughout IPE process; Align IPE courses within the school calendar and explain goals before taking initial steps; Provide regular feedback and evaluation to help clear misconceptions
7	Teaching barriers	[33], [41]–[45], [50], [53], [56], [57], [59]	None	Encourage faculty to set adequate time for preparations to improve their competency [57]; Provide training to staff on IPE training methods [42], [57], [67]; Provide the staff with adequate information on students involved including their background and special learning needs [50], [57]
8	Enthusiasm	[13], [27], [31], [38], [51], [54], [57], [62]	None	Incentivize students who attend IPE courses through grade points or credits to boost participation [51]; Expand practical base using PBL; Involve institutional leaders such as deans to boost enthusiasm [33]; Train and re-train staff and faculties to improve their involvement [62]
9	Profession jargons	[42], [46], [47], [57]	None	Familiarize students with professional terms before the beginning of a class/session; Provide students with printed materials to refer in case the terminology deems difficult but important
10	Accreditation	[36], [39], [62]	None	Set country's or regional's accreditation bodies for IPE. No accreditation body for IPE still exists.