Abstract
ObjectivesTo assess the validity and reliability of the Persian version of the Readiness for Inter-Professional Learning Scale (RIPLS). MethodsA cross-sectional study was performed among final-year medical students in Iran. A total of 200 students completed the Persian versions of the RIPLS questionnaire using convenience sampling. To evaluate the construct validity of the RIPLS questionnaire, data were subjected to confirmatory factor analysis (CFA). Some goodness-of-fit indicators were used to assess the hypothesized model. The hypothesised models were tested with LISREL 7.8. ResultsCronbach’s alphas for 9 teamwork and collaboration (TAC), 3 negative professional identity (NPI), 4 positive professional identity (PPI) and 3 Roles and responsibilities (RAR) items were 0.89, 0.60, 0.86 and 0.28 respectively. The whole RIPLS was found to be highly reliable (19 items; α= 0.94). The set of fit statistics show that the hypothesised four-factor model fits the sample data. ConclusionsThe results of the study show that the Persian version of the RIPLS may be a valid and reliable scale. In addition, the results of CFA show that the hypothesised four-factor model appears to be a good fit to the data. However, the Persian version of the subscales of NPI and RAR needs to be developed. The implications and limitations of the study are discussed.
Highlights
A variation of pedagogical approaches are used for improving student performance and increasing student achievement.[1,2] One of these approaches is Inter-Professional Education (IPE)
The results of confirmatory factor analysis (CFA) show that the hypothesised four-factor model appears to be a good fit to the data
The results showed that the Cronbach’s alpha coefficients for the teamwork and collaboration (TAC), negative professional identity (NPI), positive professional identity (PPI) and Roles and responsibilities (RAR) subscales were 0.89, 0.60, 0.86 and 0.28 respectively
Summary
A variation of pedagogical approaches are used for improving student performance and increasing student achievement.[1,2] One of these approaches is Inter-Professional Education (IPE). IPE allows students to learn cooperation and teamwork in an integrated way to solve the problems of patients in a collaborative team environment.[3,4,5] A considerable amount of literature has been published on IPE. These studies show the importance of IPE in healthcare disciplines. Some studies based on this review showed that the IPE experiences did not affect patient care and practice.[7] Buring and colleagues reported a piece of further evidence to support IPE They indicated that IPE enhances teamwork, leadership, competencies and learning outcomes. They highlighted barriers to IPE, such as logistical and resource issues.[8]
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
