Interprofessional learning experiences: Exploring the perception and attitudes of Saudi Arabian medical and dental students

Al‐Shaikh, Ghadeer; Al‐Madi, Ebtissam M.; Masood, Jazba; Shaikh, Quratulain; Syed, Sadiqa; Bader, Rima S; McKimm, Judy

doi:10.1080/0142159x.2018.1465180

Cited by 15 publications

(21 citation statements)

References 22 publications

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“…Similar results were obtained in previous studies as well [4][5][6][7][8][9][11][12][13][14][15][16][17][18]. Accordingly, there were differences among students' attitudes based on their study profile both in our study and studies conducted in other countries [4,6,7,[11][12][13][14][15][16][17][18][19][20]. Namely, medical students were less open towards IPE, while nursing, pharmacy, and physiotherapy students demonstrated greater readiness for IPE.…”

Section: Discussionsupporting

confidence: 88%

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

et al. 2018

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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: Discussionsupporting

confidence: 88%

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

et al. 2018

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“…Similar to the findings of a recent study, our study showed that approximately half of the participants were unsure about their professional role and only a third of them disagreed with the idea that nurses and pharmacists are there to support physicians. 20 These findings might be due to the high percentage of preclinical students among the participants in our study which may reflect their lack of clinical experience. Wilby et al 21 , reported that nutrition and pharmacy students became more mindful of their professional roles in the third and fourth years of their study.…”

Section: Discussionmentioning

confidence: 87%

Medical students’ readiness and perceptions about Interprofessional Education: A cross sectional study

Alzamil¹,

Meo²

2020

Pak J Med Sci

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Objectives: Interprofessional Education (IPE) provides an environment where learners demonstrate the knowledge, skills and attitude required to manage the complex clinical scenarios in a collaborative and interprofessional manner. The actual sphere of influence of Interprofessional Education in many medical schools has been limited. Therefore, the present study aim was to evaluate the medical students’ readiness and perception of Interprofessional Education in a medical college in Saudi Arabia. Methods: This questionnaire based cross sectional study was executed in the Department of Physiology, College of Medicine, King Saud University during the period September 2016 to December 2017, using the 19-item Readiness for Interprofessional Learning Scale (RIPLS) with four subscales teamwork and collaboration, negative professional identity, positive professional identity and roles and responsibilities. The questionnaire was e-mailed to 1411 medical students and responses were analyzed using 5-point Likert scale. Results: A total of 158 medical students and trainees responded to the survey, 69 (43.6%) were males and 89 (56.4%) were females. The majority of participants 122-148 (77-94%) acknowledged the positive impact of IPE on teamwork and collaboration, more than two thirds 105 (64.45%) disagreed with negative attitude and 110-126 (70-80%) showed positive professional identity. Conclusions: Medical students showed a positive perception and ready to adopt the Interprofessional Educational allied activities in medical schools. The shared academic events would improve in clarifying the roles and responsibilities of medical students in health care professions. doi: https://doi.org/10.12669/pjms.36.4.2214 How to cite this:Alzamil H, Meo SA. Medical students’ readiness and perceptions about Interprofessional Education: A cross sectional study. Pak J Med Sci. 2020;36(4):---------. doi: https://doi.org/10.12669/pjms.36.4.2214 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

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“…Support is also available from studies done with medical students appreciating shared learning and teamwork to provide patients with high-quality patient care [ 13 , 14 ]. In addition, a study conducted with Medical and Dental students in Princess Nourah bint Abdulrahman University, reported that students are aware that collaboration with other specialties will improve their service to patients and the community [ 15 ]. Regarding the professional identity subscale, all students agreed with the statements “Shared learning before qualification will help me become a better team worker.” “Shared learning will help to clarify the nature of patient problems” and “Shared learning with other healthcare students will help me to communicate better with patients and other professionals.” These statements correlate with a good understanding of teamwork and a positive conviction of shared learning.…”

Section: Discussionmentioning

confidence: 99%

“…Regarding the professional identity subscale, all students agreed with the statements “Shared learning before qualification will help me become a better team worker.” “Shared learning will help to clarify the nature of patient problems” and “Shared learning with other healthcare students will help me to communicate better with patients and other professionals.” These statements correlate with a good understanding of teamwork and a positive conviction of shared learning. As all the participants in the current study were from the same college, studying together in the pre-professional years according to the university policies, their professional identity increased from the first year of study [ 15 ]. However, the highest-ranking statement was “The function of nurses and therapists is mainly to provide support for doctors” in the role and responsibility with other applied medical sciences specialties.…”

Section: Discussionmentioning

confidence: 99%

Students’ readiness for and perception of Interprofessional learning: a cross-sectional study

et al. 2020

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Background Several studies reported that Inter-professional Education (IPE) plays a major role in creating an effective collaborating environment in healthcare settings to achieve high-quality patient care. This study measured the College of Applied Medical Sciences (CAMS) students’ readiness for and perceptions of IPE. Methods A cross-sectional study was conducted with 232 undergraduate students in Riyadh, using a stratified random sampling method. All the undergraduate students of CAMS were included. Two previously validated questionnaires, the Interdisciplinary Education Perception Scale (IEPS) and the Readiness for Interprofessional Learning Scale (RIPLS) were used in the study. Results The mean score for the RIPLS was 86.8. The Tukey post-hoc test score was significantly higher comparing the Occupational Therapy and the Respiratory Therapy programs. There was no difference between the overall RIPLS and subscales between male and female students as well as senior and junior students. For the IEPS, the mean score was 77.7. The Tukey post-hoc test score was significantly higher in the Occupational Therapy and Respiratory Therapy programs. Conclusion The current study indicated that the Applied Medical Sciences’ students demonstrated readiness for IPE as an important element in creating collaborative teamwork in their programs. The early incorporation of IPE in the pre-professional years will enhance collaboration in management and patient care.

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Interprofessional learning experiences: Exploring the perception and attitudes of Saudi Arabian medical and dental students

Abstract: There is an overall positive response towards IPL and the value of team work; however, more attention needs to be paid to enabling students to learn about the specific roles of each profession in the healthcare team.

Cited by 15 publications

References 22 publications

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

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

Medical students’ readiness and perceptions about Interprofessional Education: A cross sectional study

Students’ readiness for and perception of Interprofessional learning: a cross-sectional study

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