Abstract
BackgroundInterprofessional education (IPE) encompasses integration, communication, mutual trust and shared decision-making with a common goal of improved patient care and safety. Despite its crucial role, IPE has not gained its anticipated popularity. This study aims to determine the impact of an online educational intervention about IPE on medical, dental and health sciences students in the University of Sharjah (UoS).MethodsThis quasi-experimental research was conducted in three phases; a pre-intervention phase where the Readiness for Interprofessional Learning Scale (RIPLS) inventory was administered online to the medical, dental and health sciences students of UoS; an intervention phase where an online workshop was organized via Microsoft Teams®; and a post-intervention phase where RIPLS was used to gather the students’ attitudes towards IPE. The independent t test was used to compare the responses between genders and junior and senior students. A paired sample t test was used to determine the impact of the intervention on the students’ understandings and attitudes about IPE.ResultsOut of 800 invited students, 530 students responded to the pre-intervention RIPLS survey. A comparison of the pre-post intervention for the RIPLS subscales of teamwork and collaboration, professional identification, and professional roles showed a significant improvement of students’ attitudes with p-values 0.03, 0.00 and 0.00, respectively. All workshop moderators scored a median of 4 or 5 to the essential elements of IPE during intervention except for a median of 3 for group dynamics.ConclusionThe present data, derived from the application of a brief online educational intervention, underpins the readiness and positive attitudes of undergraduate medical students towards IPE. The positive impact of online intervention necessitates the development of a structured and unified IPE curriculum to enhance the receptiveness and application of IPE in the medical field.
Highlights
Interprofessional education (IPE) embraces faculty and students from two or more health professions where they jointly learn in a collaborative environment [1]
The present study aims to determine the impact of an online educational intervention of IPE on the undergraduate students from different medical and health colleges at the University of Sharjah (UoS), United Arab Emirates (UAE)
The primary objective was to determine the impact of an online educational intervention of IPE on the recruited students and to compare the differences of attitudes and understandings between genders and junior and senior
Summary
Interprofessional education (IPE) embraces faculty and students from two or more health professions where they jointly learn in a collaborative environment [1]. The World Health Organization (WHO) has endorsed a deliberate achievement of IPL to improve patient health and safety (learning together to work together for health) [7] Such emphasis of the WHO on IPE restates its crucial role in healthcare professions. In 2011, six professions joined together as an Interprofessional Education Collaborative Expert Panel to set core competencies for preparing healthcare professionals towards IPE [8]. These professions include six American Associations from Nursing, Osteopathic Medicine, Pharmacy, Dental Education Association, American Medical Colleges, and the Schools of Public Health. This study aims to determine the impact of an online educational intervention about IPE on medical, dental and health sciences students in the University of Sharjah (UoS)
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