RationaleThe validated 19-item Readiness for Interprofessional Learning Scale (RIPLS) is often used for assessing attitudes toward interprofessional education (IPE). The 12-item Interdisciplinary Education Perception Scale (IEPS), also used for this purpose, has not been validated among the professions of medicine, pharmacy, and physician assistants (PAs). The discriminatory ability of the two scales has not been directly compared. Comparison of the two will aid educators in selecting the optimal scale.ObjectiveTo compare psychometric properties of the RIPLS and IEPS and to examine the ability of each scale to discriminate mean scores among student subgroups (gender, profession, seniority, and prior IPE exposure).MethodWe conducted a cross-sectional (Qualtrics©) survey (RIPLS and IEPS) of junior and senior students in medicine (n=360), pharmacy (n=360), and the PA profession (n=106). Descriptive statistics were used to report aggregate mean scores of subgroups. The internal consistency of each scale was assessed using Cronbach's α. Concurrent validity was measured by Pearson's correlation coefficients. Independent-sample t-tests and analysis of variances (ANOVAs) were performed to assess the discriminatory ability of each scale. Cohen's d effect sizes were calculated for all significant pair-wise comparisons.ResultsResponse rate was 82%. Cronbach's α was 0.85 (RIPLS) and 0.91 (IEPS). The RIPLS discriminated scores by gender among junior students only, and scores by IPE exposure among all students. The IEPS distinguished score differences for the three professions among junior students and by prior IPE exposure for all three professions. Neither scale detected differences in mean scores by profession among all students or by level of training among the three professions.ConclusionsNeither the RIPLS nor the IEPS has greater discriminatory ability for detecting attitude differences among the student subgroups. Reason for differences may be explained by slightly different scale constructs. The RIPLS is designed to assess students’ own attitude toward interprofessional learning, while the IEPS discerns perceived attitudes about team collaboration for students’ own professions and may be more appropriate for more advanced students.

A longitudinal curriculum for the pre-clinical years was successfully launched. Plans are under way to expand this into the clinical years.

, patient-centered physicians. The arts and humanities have been incorporated into most medical schools to increase medical students' sensitivity and empathic skills. 4-6 Broadly, the humanities can help foster the art of medicine and the awareness of the doctor-patient relationship. There has been significant medical literature on the use of narrative tools to augment medical students' ability to "listen to the stories of our patients and to be moved to act on the patient's behalf," 7 and an increased use of visual art images to foster students' observational and interpretive skills. 8-11 However, there have been less published data on the use of theater as a tool to increase medical students' awareness and empathic skills. 12-13 Published medical education theater-related data include students observing opera, 14 drama including the use of WIT as a movie to teach end-of-life scenarios, 15-16 film, 17 and improvisational theater techniques. 13 Many of these theater related experiences include opportunities for medical students to reflect on the emotions and stories portrayed in the drama. Theater offers a unique learning strategy to engage students' sensory, emotional, kinesthetic and cognitive processes by increasing their awareness of both the verbal and nonverbal communication that is essential to patient care. It may be particularly helpful in medical education if students become active participants in the theater experience rather than passive recipients. We describe here a recently implemented educational intervention that uses theater to foster empathy in medical students. Methods With the collaboration of an actor/theater educator, trained standardized patients, and medical school faculty, a theater workshop was developed for first year medical students at a United States medical school. This two hour session took place in the Professionalism curriculum, in a longitudinal course, spanning the first and second year of medical school, that addresses communication skills, professionalism and cultural competence training. Specifically, with the use of theater games, art images and reflective writing, the workshop was designed to allow students to:

Attending a required session in a professionalism course led to thoughtful reflection, increased professional role awareness, and intention to edit and monitor future online presence among first-year medical students. After four months, students reported continued monitoring and editing of their online presence. Future studies should examine whether reinforcement throughout training is needed to maintain vigilance.

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