Interprofessional education and collaborative practice: Psychometric analysis of the Readiness for Interprofessional Learning Scale in undergraduate Serbian healthcare student context

Milutinović, Dragana; Lovrić, Robert; Simin, Dragana

doi:10.1016/j.nedt.2018.03.002

Cited by 32 publications

(29 citation statements)

References 30 publications

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“…The validity of RIPLS, i.e. its factor structure was not the same in various contexts and cultures [4,9,11]. The Serbian version of RIPLS, based on the results of exploratory factor analysis, confirms a two-factor structure.…”

Section: Instrumentmentioning

confidence: 80%

“…Demographic data and results for each statement in the RIPLS scale were analyzed by means of descriptive analysis including frequency, percentage, mean and standard deviation (SD). In order to calculate the RIPLS total score, the responses were first reversed for the statements with negative connotation [6,11,14].…”

Section: Discussionmentioning

confidence: 99%

“…The Serbian version of RIPLS, based on the results of exploratory factor analysis, confirms a two-factor structure. The subscales of "teamwork, collaboration, shared learning" and "role and responsibilities" were singled out [11].…”

Section: Instrumentmentioning

confidence: 99%

“…The implementation of IPE requires a rigorous assessment that must start at the very beginning of curriculum development process [9,10]. The Readiness for Inter-professional Learning Scale (RIPLS) is often used to assess students 'readiness for IPE [9,11].…”

Section: Introductionmentioning

confidence: 99%

“…The Initiative to introduce the strategy of interprofessional learning and innovate traditionally, uniprofessionally and biomedically oriented higher education of health professionals in Serbia started in 2015. This initiative is a part of activities under Erasmus + KA2 project titled "Reinforcement of the Framework for Experiential Education in Healthcare in Serbia" (ReFEEHS) [11].…”

Section: Introductionmentioning

confidence: 99%

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New strategy in education of health professionals in Serbia: Analysis of students’ readiness for inter-professional education

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Introduction. Inter-professional education is the first step towards the effective collaborative practice of future health care workers and one of the prerequisites for the highest quality health care. Therefore, the aim of this study was to assess the readiness for interprofessional education among medical science students. Material and Methods. The research was conducted as a descriptive cross sectional study by surveying 406 students of five study profiles at the Faculty of Medicine at the University of Novi Sad. The Serbian version of The Readiness for Inter-professional Learning Scale and questionnaire on sociodemographic data were used as research instruments. The Readiness for Inter-professional Learning Scale comprises a total of 19 items grouped into two sub-scales: "teamwork, collaboration and shared learning" and "role and responsibilities". The methods of descriptive and inferential statistics were used, and statistically significant values were considered significant at the p <0.05 level. Results. The mean the Readiness for Interprofessional Learning Scale total score was 73.9, which indicates that students are generally ready for shared learning. The highest scores, that is, greater readiness for inter-professional learning was among physiotherapist students, female students and those who had previously completed secondary medical school. Medical students had significantly more negative attitudes towards this educational strategy. Conclusion. Despite the observed differences, attitudes of the majority of students in relation to all study profiles indicate their readiness to accept inter-professional education.

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Section: Instrumentmentioning

confidence: 80%

Section: Discussionmentioning

confidence: 99%

Section: Instrumentmentioning

confidence: 99%