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

Alruwaili, Arwa; Mumenah, Noora; Alharthy, Nesrin; Othman, Fatmah

doi:10.1186/s12909-020-02325-9

Cited by 22 publications

(27 citation statements)

References 11 publications

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“…The findings overall show medical and dental students were aware of the importance of IPE and ready to collaborate with other health professional students as reflected by a total RIPLS score 75 (maximum score 95). Thus, the study findings were similar to other studies reported from Saudi Arabia (mean score 86.8) 34 and Iran (mean score 84.2) 35 where students showed a high readiness for IPE. It is important to notice that the total score in the present study was not influenced by demographic parameters like the Saudi Arabian study wherein gender, and year of study had no association with the scores.…”

Section: Discussionsupporting

confidence: 90%

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Readiness for Interprofessional Learning Among First Year Medical and Dental Students in Nepal

Jha¹,

Palaian²,

Shankar³

et al. 2022

AMEP

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Introduction Health professional education curricula in Nepal do not include interprofessional education (IPE). Though a previous study conducted in Nepal identified positive attitudes among medical and nursing students, so far there are no studies assessing the health professional students’ readiness toward IPE. The aim of the study was to assess the readiness for IPE among medical and dental students. Methods The present cross-sectional study explored the readiness of conveniently selected first-year medical and dental students towards IPE and compared readiness among subgroups of respondents. The readiness was assessed through an online survey using the standard Readiness for Interprofessional Learning Scale (RIPLS) during June 2021. The nineteen questions in RIPLS were categorized under four domains: teamwork and collaboration (items 1–9), negative professional identity (items 10–12), positive professional identity (items 13–16), and roles and responsibilities (items 17–19). The individual statements were scored and assessed as per the study objectives. The scores were not normally distributed, so non-parametric tests (Mann–Whitney U -test and Kruskal Wallis test) were used. Results A total of 83 students (69 medical and 14 dental) students responded. The median total score was 75, IQR 6 with the maximum score being 95. The median (IQR) scores for the domains teamwork and collaboration were 38 (IQR 3), negative professional identity 11 (IQR 2), positive professional identity 16 (IQR 3), roles and responsibilities 10 (3). The scores were different between students aged 20 years and below = 37, and above 20 years = 38; (p =< 0.001) in the negative professional identity domain and the total score (p = 0.001). The scores were also different among those with and without previous learning exposure with other discipline students in the same class (p = 0.046). A high median score of 5 was achieved for 8 out of 19 statements in the questionnaire. Conclusion The findings showed a high level of readiness for IPE among student respondents. Study findings can be considered as a positive factor for implementing IPE sessions.

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Section: Discussionsupporting

confidence: 90%

“…It is important to notice that the total score in the present study was not influenced by demographic parameters like the Saudi Arabian study wherein gender, and year of study had no association with the scores. 34 …”

Section: Discussionmentioning

confidence: 99%

Readiness for Interprofessional Learning Among First Year Medical and Dental Students in Nepal

Jha¹,

Palaian²,

Shankar³

et al. 2022

AMEP

View full text Add to dashboard Cite

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“…This is in line with the findings of previous studies that suggest the need for IPE for collaborative teamwork and to cultivate roles and responsibilities to undergraduate students in medicine, nursing, pharmacy, 34 and other allied healthcare programs (eg, clinical laboratory science and physiotherapy). 6 , 34 Regarding the timing for starting IPE, most students indicated the fourth academic year; however, no existing evidence indicates the right time for health professionals to begin IPE. Berger-Estilita et al 35 reported that a third of medical students indicated that IPE should start just before or during clinical training, while another third indicated that IPE should start as early as the first year of undergraduate education and training.…”

Section: Discussionmentioning

confidence: 99%

“…The Readiness for Interprofessional Learning Scale (RIPLS), 22 Interdisciplinary Education Perception Scale (IEPS), 23 and Interprofessional Education Collaborative (IPEC) Competency Self-Assessment Scale 24 were validated, published in English, and licensed for public use. 6 Specifically, the RIPLS was validated with Korean students in nursing, medicine, and other allied healthcare professions, such as physiotherapy, occupational therapy, and dental hygiene by Lee et al, 25 and it was also used to measure the effectiveness of IPE for medical and nursing students. 26…”

Section: Methodsmentioning

confidence: 99%

“… 5 After embedding IPE in curricula for students in nursing, medical, or allied healthcare profession, its effectiveness was described as follows: to provide a foundation to link to real-world experiences, enhance the confidence of individuals’ professional identity, and help students better understand the professional roles between disciplines. 6–9 Most recently, an experimental study on IPE with a control group reported that the participants in the experimental group had higher scores in interprofessional knowledge and competence compared to the control group after the IPE intervention. 10 …”

Section: Introductionmentioning

confidence: 99%

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The Need for and Perceptions of Interprofessional Education and Collaboration Among Undergraduate Students in Nursing and Medicine in South Korea

Song¹,

Nam²

2022

JMDH

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Purpose Interprofessional education (IPE) for undergraduate students in the healthcare disciplines facilitates the acquisition of skills required for interprofessional collaboration, which is critical for patient care. This study assesses the need for and perceptions of IPE and interprofessional collaboration among undergraduate students in nursing and medicine in South Korea. Participants and Methods This was a cross-sectional survey of undergraduate students in nursing (n = 130) and medicine (n = 68), who had never been exposed to IPE, using a convenience sampling method. The Readiness for Interprofessional Learning Scale (RIPLS) (19 items), Interdisciplinary Education Perception Scale (IEPS) (12 items), and Interprofessional Education and Collaborative (IPEC) Competency Self-Assessment Scale (16 items) were used. Data were analyzed using descriptive statistics, χ 2 test, and independent sample t -test. Results Students in both schools almost equally indicated the need for IPE and practice-based IPE in their clinical rotations, focusing on patients in general wards, and wanted to learn teamwork. The mean RIPLS scores were 68.5 ± 5.62 in nursing students and 67.5 ± 6.53 in medical students, and those of the IEPS were 57.0 ± 7.03 in nursing students and 58.7 ± 7.08 in medical students, without significant differences. Nursing students scored significantly higher on the positive professional identity subscale of the RIPLS, whereas medical students scored higher on the competency and autonomy and perceived need for cooperation subscales of the IEPS. The total scale scores on the IPEC Competency Self-Assessment Scale were 65.2 ± 3.35 for nursing students and 67.4 ± 2.96 for medical students, the latter having a significantly higher score. Conclusion This study revealed differences in needs and perceptions regarding IPE and interprofessional collaboration between schools. These findings warrant further research to design IPE program goals and strategies that are reflective of students’ needs.

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Student perceptions of hybrid delivery of interprofessional anatomy—The best of both worlds?

Oliveira,

Mezil,

Akhtar‐Danesh

et al. 2023

Anatomical Sciences Ed

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Interprofessional anatomy dissection (IAD) courses increase students' readiness for interprofessional education (IPE) both in‐person and online. During the COVID‐19 pandemic, virtual environments for anatomy learning were perceived as less effective. Hybrid instruction approaches emerged but have been scarcely evaluated. This study assessed students' experiences with a hybrid IAD course's virtual and in‐person components. A hybrid IAD course consisting of virtual and in‐person anatomy laboratory‐based instruction was offered to 32 students from different health sciences programs. Before and after the full course, students completed the Readiness for Interprofessional Learning Scale (RIPLS) and the Interdisciplinary Education Perception Scale (IEPS). After the virtual and the in‐person course components, students completed a Q‐methodology survey to assess their perceptions of the course. Twenty‐eight students (20 females; 24.8 ± 6.3 years old) from different programs (4 Physician Assistant; 2 Midwifery; 3 Speech‐Language Pathology; 4 Physiotherapy; 3 Occupational therapy; 4 Nursing; 8 Medicine) participated. The total RIPLS score improved after the 8‐week course (Median 84 interquartile range [78–87] vs. 87 [85–90]; p = 0.0145). The Q‐methodology identified three factors: IPE & Virtual Enthusiasts, Introspective Learners, and IPE & Virtual Skeptics. Factors represented different levels of students' engagement with the IPE and virtual environment. The transition to in‐person resulted in all factors praising the experience. Health science students showed improvements in their readiness for IPE after an 8‐week hybrid IAD course. The main differences in the evaluations of the virtual and in‐person components were related to engagement and the ability to learn anatomy; no differences were noted between settings regarding engagement in IPE.

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

Cited by 22 publications

References 11 publications

Readiness for Interprofessional Learning Among First Year Medical and Dental Students in Nepal

Readiness for Interprofessional Learning Among First Year Medical and Dental Students in Nepal

The Need for and Perceptions of Interprofessional Education and Collaboration Among Undergraduate Students in Nursing and Medicine in South Korea

Student perceptions of hybrid delivery of interprofessional anatomy—The best of both worlds?

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