Table 2.

Potential solutions for enhancing BF education

Themes	Potential solutions
Interprofessionalism	Insert a course on interprofessional collaboration and include a case study or a clinical vignette on BF. Integrate interprofessional simulations of BF situations. Promote and support the use of interprofessional education activities based on best practices (e.g., academic clinics or a simulation centre). Ensure the sharing of tools for greater standardization of education material (e.g., creation of a widely available BF support portal, video or course that can be shared among programs). Develop a communication tool on the roles of different HPs regarding BF. Promote and strengthen networking (e.g., health games, a form of interprofessional competition that allows networking in a friendly context).
Practical training	Determine the levels of practical/clinical expertise to be acquired in each specialty. Prioritize the students most involved with mothers (e.g., perinatal care, pediatrics, family medicine). Identify novel practicum locations and other learning sites e.g., BF clinics, community BF support organizations, birthing centres, clinics or centre for simulations in health linked to a university. Strengthen practice in clinical laboratories. Use a problem-based teaching approach. Encourage student-professional pairings and shadowing (e.g., between a student and a IBCLC certified lactation consultant for 1 or 2 days of practice). Train students to observe and analyze.
Course content	Define minimum competencies that all future HPs should possess and minimum competencies specific to each profession. Identify key clinical situations and critical periods during which future HPs should all be able to accompany mothers and future mothers. Incorporate supportive training hours into key clinical situations by minimizing focus on other topics (e.g., less on promoting the benefits of BF and more on providing relevant support to women). Develop common pedagogical materials: creation or use of a training video that would be accessible online and open to all programs. Make better use of existing resources (e.g., create a directory). Design a microprogram to train current and future educators. Strengthen networking among educators who teach or are responsible for BF courses. Rely on positive models used in other provinces or countries, or in other areas of expertise.
Counselling	Engage communication specialists and others e.g., educators, sociologists, social workers, psychologists, who can provide improved approaches (e.g., advance counselling, non-guilty approach, support relationship). Engage BF clinicians (e.g., IBCLC certified lactation consultants) not only to train students, but also to review curricula. Use the patient-as-partner* approach (e.g., integration of patients in student scenarios). Encourage the pairing between training programs and various community organizations (e.g., BF clinics, community BF support organizations).
Attitudes	Address the myths associated with BF. Use reflective practice in training and in practicum and help students to situate their role and personal biases towards BF. Consider the ethical obligations of each profession and make the links with BF practice.

Abbreviations: BF, breastfeeding; HPs, health professionals; IBCLC, International Board Certified Lactation Consultant.

^*The patient-as-partner approach seeks to involve patients more actively in healthcare services³²