Abstract
ObjectivesTo evaluate the attitudes and readiness of students of healthcare professions towards interprofessional learning.MethodologyA cross-sectional study design was used. Two different scales were used to measure the readiness for and perception of interprofessional learning; these were the 'Readiness for Interprofessional Learning Scale' and the 'Interdisciplinary Education Perception Scale'. A convenience sampling method was employed. The sample was drawn from undergraduate students enrolled in years 1 to 5 of medical, dental, pharmacy and health sciences programme. Descriptive and inferential statistics were used to analyse the data.ResultsThe overall response rate was 83%. The students mentioned that shared learning with other healthcare professional students will increase their ability to understand clinical problems. The students also mentioned that such shared learning will help them to communicate better with patients and other professionals. The students preferred to work with individuals from their own profession. Participants from medical, dental, pharmacy, and health sciences had a difference in opinion about 'negative professional identity', a domain of the Readiness for Interprofessional Learning Scale. Based on the different year of study of the students, 'team work and collaboration', 'negative professional identity' and 'roles and responsibility' were the Interdisciplinary Education Perception Scale domains where students had a difference in opinion.ConclusionsAttitudes and readiness towards interprofessional learning showed significant differences among students of various healthcare professions; these differences also depended on the students' year of study. Interprofessional learning should be incorporated in the curriculum of all healthcare professional programs, which may foster students to become competent healthcare providers and understand each profession's role.
Highlights
Effective interprofessional learning (IPL) plays a major role in preparing individual health professional students for future collaborative healthcare practice
Participants from medical, dental, pharmacy, and health sciences had a difference in opinion about ’negative professional identity’, a domain of the Readiness for Interprofessional Learning Scale
Based on the different year of study of the students, ’team work and collaboration’, ’negative professional identity’ and ’roles and responsibility’ were the Interdisciplinary Education Perception Scale domains where students had a difference in opinion
Summary
Effective interprofessional learning (IPL) plays a major role in preparing individual health professional students for future collaborative healthcare practice. A multi-disciplinary healthcare team can provide better treatment outcomes and quality of care compared to that delivered by a team of individuals from a single discipline [1, 2]. The professionals from different disciplines each make unique contributions to achieving a better quality of life and improved safety for their patients [3]. The World Health Organization (WHO) considers that interdisciplinary collaborative practice in healthcare settings strengthens patient management frameworks. It regards IPL as one of the most promising strategies to achieve effective collaborative practice in healthcare settings [4]. IPL helps students to be familiar with the key roles of their respective jobs in addition to the roles of their team members from other professions
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