A longitudinal study of health professional students’ attitudes towards interprofessional education at an American university

Abstract

Efforts to improve interprofessional education (IPE) are informed by attitudes of health professional students, yet there are limited US data on student characteristics and experiences associated with positive attitudes towards IPE. A cohort of US medical, nursing, and physician associate students was surveyed in their first and third years, using the Readiness for Interprofessional Learning Scale and Interdisciplinary Education Perception Scale. Information was also collected on demographics and experiences during training. Health professional students differed in their attitudes towards IPE; characteristics associated with having more positive attitudes at both time points included being a nursing student, female, older, and having more previous healthcare experience. Students who participated in interprofessional extracurricular activities (particularly patient-based activities) during training reported more positive attitudes in the third year than those who did not participate in such activities. Based on these findings, schools may consider how student characteristics and participation in interprofessional extracurricular activities can affect attitudes regarding IPE. Building on the positive elements of this interprofessional extracurricular experience, schools may also want to consider service-learning models of IPE where students work together on shared goals.

Students’ Perspectives on Interprofessional Teamwork Before and After an Interprofessional Pain Education Course

“…Because of the small sample size and the majority of the students being female, the researchers did not compare the IEPS scores between male and female students, as other research has found that women score higher on the IEPS. 31 Post-scores (Table 4) improved in the IEPS from the 2013 to the 2014 class. The statistically significant differences were with the total IEPS score for both the nursing and pharmacy students along with all of the IEPS subscores except for understanding others' value.…”

Processo De Ensino No Desenvolvimento Das Relações Interprofissionais Em Estudantes Das Ciências Da Saúde: Revisão Integrativa

“…Os estudantes da área da saúde de maneira geral apresentam em suas atitudes, disponibilidade para a aprendizagem interprofissional e colaboração 4-5-27-28-36-40-41. Demonstram altos índices de aceitabilidade de suas funções e responsabilidades em aprendizagens baseadas no interprofissionalismo [5][6][7][8] , mas poucas alterações ao longo do tempo [34][35][36][37][38][39][40] . Isto se deve a altas expectativas no início da graduação, e ou, aumento de sobrecarga de trabalho e mudanças nos processos de saúde 40 , ou ainda, o poder de mensuração dos instrumentos para aferir a mudança comportamental 34 .…”

“…As características dos estudantes estão associadas diretamente as atitudes positivas ao interprofissionalismo, como a idade, o curso que está se formando, se possuem experiência clínica ou médica anterior, localização geográfica, instituição, e principalmente a participação em intervenções interprofissionais e centradas ou baseadas no paciente [34][35][36][37][38][39][40] . Além disso, quanto ao gênero, percebe-se que as mulheres têm maior concordância ao…”

“…interprofissionalismo, e que estudante mais velho tem maiores disposições à aprendizagem interprofissional 40 .…”

Differences between Perceived Readiness for Interprofessional Learning in Nursing and Other Health-related Students

“…하였을 때, 직업적 역할, 의사소통, 팀워크를 더 잘 이해하는 것으로 보고되었다 (Lim & Noble-Jones, 2018 (McFadyen, Webster, Maclaren, & O'neill, 2010;Wong et al, 2016).…”