Abstract
BackgroundInterprofessional Education (IPE) is now included in curricula in universities worldwide. It is known that there are differences in attitudes towards IPE among students, but less is known regarding how students’ personalities and learnings styles correspond with those attitudes. The aim of this study was to investigate whether personality traits and learning styles have any impact on medical students’ attitudes towards IPE.MethodsSeventy nine medical students in their 9th term (63% females, mean age 29 years) were questioned regarding their attitudes towards IPE according to the Interdisciplinary Education Perception Scale questionnaire, the Kolb’s learning style and Big Five Inventory questionnaires. For all three instruments we used the Swedish translated versions.ResultsWhen investigated with a logistic regression, adjusting for age and gender, there were no significant associations between Big Five inventory, Kolb’s learning style and IEPS, except for the Reflective-Pragmatic learning style that was moderately associated with a higher IEPS score.ConclusionThere was no clear correlation between personality, learning style and attitude towards IPE as measured by the IEPS among medical students in our study population. Further investigations would benefit from a combination of qualitative and quantitative design.
Highlights
Interprofessional collaboration between different health care professionals is a strategy meant to improve patients’ medical outcome and increase patient safety
This complexity of Interprofessional Education (IPE)-field provides a challenge in terms of research and they conclude that previous research consists of contradictory results and that “the effects of IPE on learning outcomes across all health professions are inconclusive” ([7], p. 2)
Another finding was that nursing students had a more positive attitude to teamwork and collaboration compared to medical students
Summary
Interprofessional collaboration between different health care professionals is a strategy meant to improve patients’ medical outcome and increase patient safety. Allvin et al stated in a study protocol from 2020 that IPE includes many aspects of collaboration and learning activities on different levels. This complexity of IPE-field provides a challenge in terms of research and they conclude that previous research consists of contradictory results and that “the effects of IPE on learning outcomes across all health professions are inconclusive” Wilhelmsson et al [9] concluded that female students were more positive towards IPE/teamwork than male students, regardless of the educational program they were attending Another finding was that nursing students had a more positive attitude to teamwork and collaboration compared to medical students. The aim of this study was to investigate whether personality traits and learning styles have any impact on medical students’ attitudes towards IPE
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