Understanding students’ readiness for interprofessional learning in an Asian context: a mixed-methods study

Abstract

BackgroundHealthcare is generally provided by various health professionals acting together. Unfortunately, poor communication and collaboration within such healthcare teams often prevent its members from actively engaging in collaborative decision-making. Interprofessional education (IPE) which prepares health professionals for their collaborative role in the healthcare system may partially address this problem. This study aimed to investigate: 1) students’ readiness for IPE in an Asian context, 2) the most important factors influencing students’ perceptions of IPE, 3) the reasons underlying such perceptions, and 4) the factors mitigating or promoting their sense of readiness.MethodsTo identify students’ perceptions of IPE, we administered the Readiness for Interprofessional Learning Scale (RIPLS) to 398 in approximately 470 students from a range of health professions (medicine, nursing, midwifery and dentistry). The questionnaire included factors that could potentially influence readiness for IPE as found in the literature (GPA, etc.). To enhance our understanding of the responses to the RIPLS and to explore the reasons underlying them, we conducted 4 mono-professional focus group discussions (FGDs). We ran a statistical analysis on the quantitative data, while performing a thematic content analysis of the qualitative data using ATLAS.ti (version 7).ResultsMedical students seemed to be the most prepared for IPE. Students’ perceptions of IPE were conditioned by the study programme they took, their GPA, intrinsic motivation and engagement in the student council connoting experience of working with students from different programmes. Focus groups further revealed that: 1) early exposure to clinical practice triggered both positive and negative perceptions of IPE and of its importance to learning communication and leadership skills, 2) medical students caused insecurity and disengagement in other students, 3) medical students felt pressured to be leaders, and 4) there was a need to clarify and understand each other’s profession and the boundaries of one’s own profession.ConclusionStudents were generally favourable to IPE, appreciating the opportunity it offered them to hone their interprofessional leadership, collaboration and communication skills and to learn to address the problem of role blurring. Hence, we judge the Asian context ready to implement IPE, allowing health professions students in Asian countries to reap its benefits. The present study revealed several important reasons underlying students’ positive and negative perceptions of IPE implementation which may be addressed during the interprofessional learning process.Electronic supplementary materialThe online version of this article (doi:10.1186/s12909-016-0704-3) contains supplementary material, which is available to authorized users.

Perspectives of pharmacy students in Qatar toward interprofessional education and collaborative practice: a mixed methods study

“…It was noted in the focus groups and the literature that physicians were at 'the top of the hierarchy' and other healthcare professionals' contributions were perceived to be marginalised (Lestari, Stalmeijer, Widyandana, & Scherpbier, 2016). This is similar to another study where pharmacy students blamed physicians for their status and, as a result handed power and status back to the physicians (Layzell, 2012).…”

“…It is essential that healthcare students are mentored by exemplary role models during their educational experience, value IPC and effectively communicate with the healthcare team to improve the quality of patient care (Curran et al, 2008;Lestari et al, 2016). Also, students require IPE opportunities to develop the competencies needed for them to be valued members contributing to healthcare teams (Curran et al, 2008).Students observed collaboration in some hospitals in Qatar and hence these environments can be targeted for pharmacy placements to offer the students the chance to observe collaboration in practice.…”

Impact of an Interprofessional, Longitudinal, Undergraduate Student-Initiated Home Visit Program Towards Interprofessional Education

“…(26) Chua et al also found higher baseline RIPLS scores for medical undergraduates compared to other groups of undergraduates, a nding also noted in this study and another done in a culturally similar country. (26,29) This is contrary to other studies which found that medical students had a lower RIPLS score. (30,31) Chua et al also found that prior exposure to IPE resulted in signi cantly higher RIPLS scores.…”

Students’ and Academic Staffs’ Perspectives on an Interprofessional Education Model

“…Lestari et al, state that medical students are the readiest on the understanding of professional identity and role on collaboration compare with the other students like nurse, midwife and dentistry students. 10 Professional identity is important aspect on IPE implementation. 11 The lecturers and curriculum team in this research was agreed that IPE development is necessary to be implemented.…”