Measuring attitudes towards interprofessional learning. Testing two German versions of the tool "Readiness for Interprofessional Learning Scale" on interprofessional students of health and nursing sciences and of human medicine

Luderer, Christiane; Donat, Matthias; Baum, U.; Kirsten, Angelika; Jahn, Patrick; Stoevesandt, Dietrich

doi:10.3205/zma001110

Cited by 6 publications

(7 citation statements)

References 39 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The questions for the needs assessment were the original 19 items of the validated German version of the Readiness for Interprofessional Learning Scale [ 30 ]; however, the results of this analysis are not included in this paper, as these are described in more detail in another report [ 31 ]. The rating questions were designed with a five-point response scale (1 = strongly agree to 5 = strongly disagree; 1 = yes, definitely to 5 = no, not at all, 1 = very good to 5 = very poor).…”

Section: Methodsmentioning

confidence: 99%

See 1 more Smart Citation

Evaluation of an Interprofessional Blended Learning Course Focusing on Communication within Veterinary Teams

Heise,

Wissing,

Nerschbach

et al. 2024

Animals

View full text Add to dashboard Cite

Based on the importance of communication and teamwork in veterinary practice, we explored the impact of a blended learning course designed to enhance interprofessional communication skills among veterinary students and apprentice assistants. The blended learning course design included online modules, synchronous (online) seminars, and simulation training sessions. The asynchronous online elements should complement the varied schedules of different professions and meet the individual needs of participants, especially considering the challenges posed by the COVID-19 pandemic. The course structure, evaluations, and outcomes were documented, showing a positive impact on knowledge gain concerning communication and self-assessment in communication skills. In the pretest, the participants scored 43.18% correct answers to a knowledge test, whereas 71.50% correct answers were given in the posttest. Some participants indicated an improvement in the self-assessment of their skills. For example, before the training only 13.64% answered the question “How prepared do you feel regarding your communication skills for entering the profession?” with “Very good” or “Good”, versus 50.00% in the posttest. There were also only 22.73% of participants who agreed to having sufficient understanding of the roles of other professional groups, while in the posttest, 81.82% agreed. The evaluations highlighted positive feedback on the organization, learning environment, and overall course structure. However, challenges such as limited resources, especially time and financial constraints, influenced the implementation and ongoing development of the course. Subsequent runs of the course could gather more data to further improve the teaching of veterinary interprofessional communication. This ongoing data collection would allow continuous insights into and adjustments to the teaching methods, ensuring maximum benefit for veterinary students and apprentice assistants.

show abstract

Section: Methodsmentioning

confidence: 99%

“…Participation was anonymized, with only the IP address allowing inferences about the identity of the participants. Needs assessment (RIPLS) [30] 19 19…”

Section: Creation Of the Questionnairementioning

confidence: 99%

Evaluation of an Interprofessional Blended Learning Course Focusing on Communication within Veterinary Teams

Heise,

Wissing,

Nerschbach

et al. 2024

Animals

View full text Add to dashboard Cite

show abstract

“…It was initially developed for use with students in health care disciplines but has also been validated for graduates [13]. The originally English questionnaire has been translated into German by various institutions, including Heidelberg University and Martin Luther University Halle-Wittenberg [14]. Both versions were methodologically reviewed and compared, although not all sections yielded acceptable reliability values.…”

Section: Introductionmentioning

confidence: 99%

Measuring Veterinarian Professions’ Readiness for Interprofessional Learning in a Pre- and Post-Intervention Study

Heise,

Tipold,

Rohn

et al. 2024

Animals

View full text Add to dashboard Cite

The integration of interprofessional collaboration is becoming increasingly crucial in veterinary care settings, emphasising the need for interprofessional education (IPE) in veterinary programmes. This study explores the readiness for interprofessional learning among German veterinary students, apprentices and related occupations before and after an interprofessional communication course. It assesses the impact of this course on the participants’ attitudes using the Readiness for Interprofessional Learning Scale (RIPLS). The course, offered in two iterations, combined asynchronous online modules, live seminars and practical training elements. The RIPLS was administered before and after the course to gauge attitude shifts towards interprofessional learning. Statistical analyses, including McNemar, Cohen’s Kappa and exact Fisher tests, were employed to compare pre- and post-test responses. Despite challenges in participant linking, significant findings emerged between the student and apprentice groups in specific areas of the RIPLS, notably in the “Professional Identity” subscale post-course. However, correlations between face-to-face contact and RIPLS ratings were not observed, suggesting a need for more integrated interprofessional learning experiences. While some limitations in sample size and profession distribution hinder generalisability, this study indicates a high receptiveness to interprofessional learning in veterinary education, emphasising the potential for attitude changes with more interactive participation and programme adjustments.

show abstract

“…Literature shows that medical students display very positive attitudes toward IPE (Ruebling et al, 2014;Chua et al, 2015;Luderer et al, 2017;Berger-Estilita et al, 2020a). Medical students in pre-clinical years have more positive attitudes, when compared to students in later stages of their training (Kozmenko et al, 2017;de Oliveira et al, 2018;Berger-Estilita et al, 2020a).…”

Section: Introductionmentioning

confidence: 99%

Pre-licensure medical students’ knowledge and views on interprofessional learning: A qualitative concept analysis based on real-world data

Berger-Estilita

Merlo²,

Guttormsen³

et al. 2022

Front. Educ.

View full text Add to dashboard Cite

BackgroundThe several definitions of Interprofessional Education (IPE) allow for different interpretations and interchangeable terms. This study aims to determine the characteristics and attributes of the definition of IPE.Materials and methodsIn November 2019, 31 medical students (64.5% female) from a single institution took part in nine semi-structured interviews. We created a deductive three-level code system followed by an inductive code system based on several known IPE definitions. We extracted the main entities of the concept of IPE according to both code systems to create a framework. We used MaxQDA software for qualitative analysis. Verification of codes and categories was attained through sequential peer-debrief.ResultsParticipants correctly named the WHO’s definition of IPE, and outlined its four main dimensions according to the Interprofessional Education Collaborative report. We found new IPE attributes and demonstrated the weight of communication and role recognition. Two-thirds of medical students mentioned IPE activities that we classified as a contrary model (without collaboration or patient-centeredness) and a minimum weight was given to the importance of patient-centeredness.ConclusionMedical students’ understanding of the concept of IPE is coherent. We deepened the understanding of previously identified definitions of IPE, and we identified new attributes of the concept. Finally, we added “well-being” as a component of interprofessionality.Clinical Trial Registration[https://www.isrctn.com/], identifier [ISRCTN41715934].

show abstract

Measuring attitudes towards interprofessional learning. Testing two German versions of the tool "Readiness for Interprofessional Learning Scale" on interprofessional students of health and nursing sciences and of human medicine

Cited by 6 publications

References 39 publications

Evaluation of an Interprofessional Blended Learning Course Focusing on Communication within Veterinary Teams

Evaluation of an Interprofessional Blended Learning Course Focusing on Communication within Veterinary Teams

Measuring Veterinarian Professions’ Readiness for Interprofessional Learning in a Pre- and Post-Intervention Study

Pre-licensure medical students’ knowledge and views on interprofessional learning: A qualitative concept analysis based on real-world data

Contact Info

Product

Resources

About