Abstract
BackgroundThe Readiness for Interprofessional Learning Scale is among the first scales developed for measurement of attitude towards interprofessional learning (IPL). However, the conceptual framework of the RIPLS still lacks clarity. We investigated the association of the RIPLS with professional identity, empathy and motivation, with the intention of relating RIPLS to other well-known concepts in healthcare education, in an attempt to clarify the concept of readiness.MethodsReadiness for interprofessional learning, professional identity development, empathy and motivation of students for medical school, were measured in all 6 years of the medical curriculum. The association of professional identity development, empathy and motivation with readiness was analyzed using linear regression.ResultsEmpathy and motivation significantly explained the variance in RIPLS subscale Teamwork & Collaboration. Gender and belonging to the first study year had a unique positive contribution in explaining the variance of the RIPLS subscales Positive and Negative Professional Identity, whereas motivation had no contribution. More compassionate care, as an affective component of empathy, seemed to diminish readiness for IPL. Professional Identity, measured as affirmation or denial of the identification with a professional group, had no contribution in the explanation of the variance in readiness.ConclusionsThe RIPLS is a suboptimal instrument, which does not clarify the ‘what’ and ‘how’ of IPL in a curriculum. This study suggests that students’ readiness for IPE may benefit from a combination with the cognitive component of empathy (‘Perspective taking’) and elements in the curriculum that promote autonomous motivation.
Highlights
The Readiness for Interprofessional Learning Scale is among the first scales developed for measurement of attitude towards interprofessional learning (IPL)
The current study investigates the relationships between readiness for Interprofessional Education (IPE), professional identity, empathy and motivation of undergraduate medical students in an attempt to unravel the concept of readiness for IPL
The survey was sent to 2451 medical students in Bachelor and Master and 947 students participated
Summary
The Readiness for Interprofessional Learning Scale is among the first scales developed for measurement of attitude towards interprofessional learning (IPL). We investigated the association of the RIPLS with professional identity, empathy and motivation, with the intention of relating RIPLS to other well-known concepts in healthcare education, in an attempt to clarify the concept of readiness. Interprofessional learning (IPL) was introduced to have students from different healthcare professions learn with, from and about each other, in order to improve interprofessional collaboration (IPC) (caipe.org.uk/resources/defining-ipe). The concept of “readiness for interprofessional learning”, which is the measurement of a student’s attitude toward IPL, may suggest how ready health professions education students are for interprofessional learning. The current study investigates the relationships between readiness for IPE, professional identity, empathy and motivation of undergraduate medical students in an attempt to unravel the concept of readiness for IPL
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