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

Abstract

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.

Patient interviews in interprofessional and intercultural contexts (PinKo) – project report on interdisciplinary competence development in students of medicine, pharmacy, and community interpreting

“…The results of the “Die Triade” project have shown that the PinKo course contributes to the development of interprofessional and intercultural competences. For example, the survey of students from all participating departments confirmed key findings of IPE studies [ 10 ], [ 11 ], [ 12 ], [ 13 ], [ 14 ], [ 15 ], [ 16 ], [ 17 ]. In addition to improvements in the area of interprofessional communication and collaboration between students of medicine, pharmacy and community interpreting, there was also a significant increase in learning in the area of conducting triadic conversations in the presence of patients.…”

“…Central to this is the goal of cultivating the collaborative practice of patient-centred healthcare through shared and part-time training components in order to, in a manner or speaking, offset deficiencies in collaboration [ 12 ]. In addition to the medical profession and nursing, pharmacy and other healthcare occupations are also mentioned.…”

“…These last only play a minor role, as do social professions involved in healthcare [ 11 ], [ 13 ], [ 14 ]. With regard to the impact of IPE, the studies generally mention improvements in the areas of inter-professional communication and cooperation [ 11 ], [ 12 ], [ 13 ], [ 15 ]. Joint training also leads to a deeper understanding of responsibilities and clear roles in the shared professional field.…”

“…As the use of interprofessional training reduces deficits in the area of collaboration, there are improved outcomes in providing patients with information, as well as a decrease in errors. This results in a correlation between the use of IPE and successful treatment, patient safety, and an increase in the overall competence of the team [ 11 ], [ 12 ], [ 16 ], [ 17 ]. In addition to the knowledge and the previously mentioned effects in the areas of communication and teamwork, the development of common fundamental ethical attitudes and approaches [ 10 ], [ 12 ], as well as the strengthening of trust and respect [ 15 ] are mentioned here.…”

Assessing Awareness of Medical Ethics among Tabuk University Students

“…Professionalism can be sensibly taught in medical schools as long as open discussion are allowed to take place about different social factors .There is a growing interest in the ethics of the health practitioner`s towards the Profession . (35) While evaluating the health practitioner ethics towards his profession, a medium response was obtained from our responders with respect to keeping the honor and reputation of the profession (52%) whereas a high response was obtained for sticking to the most possible perfection and competency in practicing the profession (80%) .A medium response was obtained for practitioner ethics with respect for developing the profession scientifically and practically (47%),following up on new developments in his/her area of specialty (46.6%), commitment to professional standards and general ethics while practicing professional and other activities (52.7%), avoiding the quest for reputation at the expense of the profession's foundations and ethics (45.6%), asking for help in solving the problems that negatively affect the service he/she offers, whenever necessary (47.6%) .In health care system, social responsibility is the ethical obligation that requires hospitals as delivering quality health care to everyone who is entitled to it like to care for sick and ill people is a social obligation that extends beyond the commercial realm. (36)…”