Implementation Of Interprofessional Education Research Articles

Changes of Interprofessional Education in Athletic Training: A 5-Year Follow-up Study

Interprofessional Education (IPE) prepares students in the healthcare field for collaborative practices. Faculty perceptions of IPE have been investigated among several health professions. We assess athletic training (AT) faculty perceptions of the importance of the four IPE competencies, their attitudes towards IPE, their attitudes and beliefs about IPE in the academic settings, their perceived barriers, and opportunities towards implementing IPE in AT curricula; and how these have changed. This study utilized a cross-sectional online survey administered anonymously in 2017 and 2022. The study population was faculty from accredited AT education programs in the USA identified through the National Athletic Trainers’ Association (NATA). We find that in the last five years, faculty perception of IPE has shifted to a more positive attitude toward understanding and implementing IPE in AT programs. However, data showed no significant differences between the initial and follow-up studies. Values and ethics and teams and teamwork were the two competencies ranked the highest in both studies. Younger respondents ranked communication higher than older respondents. Barriers to IPE implementation included lack of resources, allocated funding, and institutional support. The creation of an IPE program coordinator was one of the opportunities highlighted. Faculty of AT programs are aware of the importance of IPE and demonstrated a general positive attitude toward implementing IPE in their AT curricula. However, several barriers have been identified, including a perceived negative attitudes toward AT from other health professions.

Evaluating the impact of a blended interprofessional education course on students' attitudes towards interprofessional education: a pre-post study.

Since 2011, five educational and healthcare institutions have implemented a short interprofessional education (IPE) course to bring together undergraduates from five disciplines. To meet the logistical challenges of IPE implementation, more specifically, the large number of classrooms needed to gather students together and the need for human resources to guide learning activities, a face-to-face IPE course was redesigned into a blended (online and face-to-face collaborative learning activities) IPE course. In March 2023, 183 medical, 378 nursing, 46 radiologic technology, 69 physiotherapy, and 74 occupational therapy students participated in a one-day IPE blended course to learn interprofessional team functioning and dynamics, role clarification and responsibilities of other professions, and interprofessional communication skills. This study aimed to assess students' changes in attitudes towards IPE after being involved in a large-scale interprofessional blended learning course. A before-after study was conducted using a French translation of the validated questionnaire "University of West of England Interprofessional Questionnaire" (UWE-IP questionnaire). Students' attitudes towards interprofessional (IP) relationships and IP learning were measured before and after the course. In March 2023, two hundred fifty-six students from five professions answered two subscales of the UWE-IP questionnaire before and after the course (response rate 34%). Students' attitudes towards IP relationships improved significantly after the course. The score on this subscale (min 8; max 24) changed from 11.18 (SD 2,67) before the course to 10,38 (SD 2,55) after the course, indicating a significant improvement in attitudes towards IP relationships (p < 0,001). More specifically, students had more positive attitudes on the item "I have a good understanding of the roles of different health and social care professionals." and the item "I feel that I am respected by people from other health and social care disciplines." after the course. A positive change in students' attitudes towards IP learning was observed, but the results were not significative. A face-to-face IPE course redesigned as a blended course helped overcome existing challenges to implementing an IPE course. The results suggest a blended IPE course improves students' attitudes towards interprofessionality.

Situating Interprofessional Education Curriculum within a Theoretical Framework for Productive Engaged Learning: Integrating Epistemology, Theory, and Competencies

Interprofessional education (IPE) has a longstanding presence in the health and social care (HASC) professions, by which its sustainable implementation in HASC professional education has the potential to effectively prepare HASC professional students for interprofessional collaborative practice (IPCP). Implementation of IPE has increased over the last two decades with the emergence of a curriculum guided by constructivist epistemology and learning theories that emphasize demonstrating competence in practice. Nonetheless, since IPE first emerged in the early 1960s, most IPE initiatives have been sporadic and lacked guidance through theoretical underpinnings. This conceptual article first discusses why it is important to have theory drive HASC professional education. Next, it explores what is meant by curriculum, followed by a discussion on the importance of curriculum theory to HASC professional education processes. This article then illustrates the learning theories arising from behaviourist and constructivist epistemologies that inform curriculum theory in the HASC professions, with particular emphasis on how constructivist learning theories inform IPE. Lastly, the article proposes a theoretical framework for productive engaged learning through which IPE opportunities may be grounded, leading to student proficiency in interprofessional professional competencies (knowledge, skills, and dispositions), establishment of professional communities of practice, and eventual improvement of patient/client-oriented outcomes.

Lessons learned through interprofessional education: exploring collaboration with elementary education, special education and communication sciences and disorders pre-service professionals

PurposeInterprofessional practice (IPP) is one way to structure collaborations to more effectively meet the complex needs of students in educational settings. This article explores the lessons learned when one research team implemented interprofessional education (IPE) experiences in partnership with a public elementary school and pre-service professionals from elementary education, special education and communication science and disorders.Design/methodology/approachThis reflective article explores the lived experiences of researchers and partners who completed an IPE experience within one professional development school’s site. Researcher anecdotes are included to support the viewpoints shared.FindingsIt was discovered that IPE experiences are essential to facilitate meaningful collaborations for pre-service professionals to learn with and from one another; however, this requires time, preparation and is most effective when teacher mentors and university professors lead with vulnerability and model flexibility. Investment in IPE is challenging but worth the effort when learning outcomes are realized.Originality/valueSpecific details regarding the structure of this experience are shared as well as future directional goals for programs hoping to implement IPE in their professional practice programs.

Nurse practitioner faculty attitudes about interprofessional education.

Nurse practitioner (NP) faculty attitudes toward interprofessional education (IPE) can be barriers to the shift in culture and successful implementation of IPE into nursing curricula. A paucity of studies exist comparing faculty attitudes of IPE with different educational modalities. The purpose of this research is to compare NP faculty attitudes toward IPE between IPE experiences and educational modalities in NP academic programs. A quantitative cross-sectional comparative design was used. An electronic survey was advertised to approximately 3,000 members of the National Organization of NP Faculties by email blasts to assess their attitudes toward IPE in the academic setting. Participating NP faculty (n = 208) completed the survey, with a response rate of 6.9%. The results showed that NP faculty reported positive attitudes toward IPE (M = 4.33). Nurse practitioner faculty attitudes toward IPE and participation in IPE experiences were not statistically significant (p = .126). Nurse practitioner faculty attitudes toward IPE did not differ with the educational modality. The main effect of the NP degree program educational modality was not statistically significant, F(2, 172) = 0.74, p = .479. Nurse practitioner faculty are optimistic about IPE in multiple educational modalities but still have some reservations about how to implement IPE activities successfully. The NP faculty attitudes and barriers to IPE curricular development in all educational modalities must be addressed to prepare NP students to be competent collaborative practice-ready providers on graduation.

Exploring Interprofessional Education and Collaboration in the Midst of COVID-19

The COVID-19 pandemic and the inequities it uncovered highlighted the need for a rapid and coordinated response among different disciplines in medical settings. Interprofessional collaboration and education is necessary to provide culturally competent emergent care. However, there is still scarce evidence demonstrating the use of interprofessional education in emergent care settings. This paper explores the training and education of health care professionals in a primarily minority serving hospital located in New York City during the first phase of COVID-19. Guided by the appreciative inquiry framework, two focus groups were conducted with administrators and health care workers who provided care to COVID-19 patients in an emergent care setting. It was found that a positive work environment that emphasizes knowledge sharing, collaboration, communication, and continuous on-the-job training facilitates culturally competent care. The implementation of interprofessional education and collaboration has the potential to transform clinical practice and improve health outcomes for under-resourced communities.

Validation of Instruments for the Improvement of Interprofessional Education through Educational Management: An Internet of Things (IoT)-Based Machine Learning Approach

Educational management is the combination of human and material resources that supervises, plans, and responsibly executes an educational system with outcomes and consequences. However, when seeking improvements in interprofessional education and collaborative practice through the management of health professions, educational modules face significant obstacles and challenges. The primary goal of this study was to analyse data collected from discussion sessions and feedback from respondents concerning interprofessional education (IPE) management modules. Thus, this study used an explanatory and descriptive design to obtain responses from the selected group via a self-administered questionnaire and semi-structured interviews, and the results were limited to averages, i.e., frequency distributions and summary statistics. The results of this study reflect the positive responses from both subgroups and strongly support the further implementation of IPE in various aspects and continuing to improve and develop it. Four different artificial intelligence (AI) techniques were used to model interprofessional education improvement through educational management, using 20 questions from the questionnaire as the variables (19 input variables and 1 output variable). The modelling performance of the nonlinear and linear models could reliably predict the output in both the calibration and validation phases when considering the four performance metrics. These models were shown to be reliable tools for evaluating and modelling interprofessional education through educational management. Gaussian process regression (GPR) outperformed all the models in both the training and validation stages.

A cross-sectional study examining the nature and extent of interprofessional education in schools of pharmacy in the United Kingdom

BackgroundInterprofessional education can prepare the workforce for collaborative practice in complex health and social care systems.AimTo examine the nature and extent of interprofessional education in schools of pharmacy in the United Kingdom.MethodAn online questionnaire was developed using systems theory, published literature and input from an interprofessional expert panel; it included closed and open-ended questions and a demographic section. Following piloting, it was distributed to 31 schools of pharmacy. Descriptive statistics were used for quantitative data, and a content analysis approach for qualitative data.ResultsTen schools of pharmacy responded. All reported delivering compulsory interprofessional education. Most (80%) reported an interprofessional steering group overseeing development. Formative and/or summative assessment varied depending on year of study. Mechanism and purpose of evaluation varied with respondents reporting Kirkpatrick Evaluation Model Levels 1–3 (100%; 80%; 70%). Two themes were identified: “Variation in Interprofessional Education Approaches and Opportunities” and “Factors Influencing Development and Implementation of Interprofessional Education”. Formal teaching was mainly integrated into other modules; various pedagogic approaches and topics were used for campus-based activities. Respondents referred to planned interprofessional education during practice-based placements; some still at pilot stage. Overall, respondents agreed that practice-based placements offered opportunistic interprofessional education, but a more focused approach is needed to maximise student pharmacists’ learning potential.ConclusionMost interprofessional education offered in undergraduate pharmacy curricula in the United Kingdom is campus-based; the nature and extent of which varies between programmes. Very few examples of practice-based activities were reported. Results may inform future interprofessional education curricular development.

A Modular Approach to Interprofessional Concussion Education and Assessment for Athletic Training and Nursing Students

Context Due to the complexity of concussion evaluation and management and the growing demand for interprofessional collaborative practice in health care, the need for interprofessional education (IPE) among professional health care programs has become increasingly important. Objective This IPE technique provides athletic training and nursing students with an opportunity to apply knowledge of professional roles and uses collective clinical reasoning to navigate a multifaceted case scenario with a patient who sustained a concussion. Background With the emphasis of IPE in professional health care programs, both athletic training and nursing programs accrediting bodies have adopted standards that require the implementation of IPE within the curriculum. Description of Techniques This IPE event uses a modular and scaffolding teaching approach to gradually introduce new developments into the patient case in a sequential manner to increase fidelity. Advantage(s) By using this approach, students will have the opportunity to meet the objectives for each module before moving on to the next. Additionally, students will develop professional relationships over time within the collaboration of professional groups. Conclusion(s) Use of this IPE technique affords athletic training and nursing students the opportunity to develop the professional skills required to engage in interprofessional collaborative practice and improve patient outcomes.

Experiences of faculty and students regarding a locally developed framework for implementing interprofessional education during international electives in Sub-Saharan Africa

BackgroundGiven that there are hardly any comprehensive frameworks to guide institutions on approaches to use as they implement interprofessional education and collaborative practice during international electives, we developed and piloted a framework to address this gap. The purpose of this study, therefore, was to explore the experiences of faculty and students regarding the use of the developed interprofessional education and collaborative practice framework during international electives.MethodsThis was an exploratory qualitative study. The study participants included faculty and students from four health training universities in Africa who participated in the pilot of international electives guided by the framework developed. Deductive thematic analysis was used to analyze the data. The codes were categorized as per the major themes.ResultsThe major themes regarding the framework included (1) The Strengths, (2) Weaknesses, (3) Opportunities, and (4) Threats. All participants perceived the framework as useful and appropriate to enable the acquisition of interprofessional education and collaborative practice skills objectives set. The framework’s duration of the elective was seen as a weakness with the need for an increment in the duration. The opportunities the framework presented included: acting as a starting point to structure and implement interprofessional education across various training institutions in Africa, advancing research, and networking opportunities to share the best practices. The main threat included siloed training where the current training curriculum of the students does not have opportunities that allow the students to study with, from, and about each other.ConclusionsThe framework developed to guide the implementation of interprofessional education and collaborative practice during international electives is feasible and enabled students to achieve the interprofessional education and collaborative practice objectives set while appreciating the transcultural similarities and differences in another country.

Interprofessional education and collaborative practice in Nigeria – Pharmacists' and pharmacy students' attitudes and perceptions of the obstacles and recommendations

IntroductionMany countries have implemented interprofessional education (IPE) and interprofessional collaborative practice (IPCP), but there is a dearth of information on the state of IPE in Nigeria. We evaluated the attitude of Nigerian pharmacy students and pharmacists towards IPE and IPCP and the perceived barriers to and recommendations for the implementation of IPE and IPCP. MethodsA cross-sectional survey of 238 community and hospital pharmacists and 765 pharmacy students in Nigeria was conducted with an online questionnaire using the Interprofessional Attitude Scale. Information on the perceived barriers to and recommendations for implementing IPE was also collected. ResultsTwo hundred and seven pharmacists (87%) and 629 (82.2%) pharmacy students agreed that it is necessary for health profession students to learn together. Perceived barriers to the implementation of IPE and IPCP included professional pride [pharmacists = 51 (21.42%), pharmacy students = 55 (7.19%)], prejudice against other health professions [pharmacists = 35 (14.7%), pharmacy students = 74 (9.67%)], uni-professional training [pharmacists = 5 (2.1%), pharmacy students = 7 (0.92%)], and government policies that discourage IPE and IPCP [pharmacists = 10 (4.2%), pharmacy students = 20 (2.61%)]. Recommendations proposed were the integration of IPE in undergraduate pharmacy curricula, cooperation among health professionals to curb professional rivalry, and the provision of necessary facilities and resources by the government. ConclusionsNigerian pharmacists and pharmacy students had positive attitudes towards IPE and IPCP. The perceived barriers to implementing IPE in Nigeria include discouraging government policies. Deliberate and implementable government policies on IPE are needed.

Interprofessional education tracks: One schools response to common IPE barriers

BackgroundImplementing meaningful interprofessional education (IPE) experiences into the curriculum often requires overcoming barriers and challenges. To overcome these challenges on a non-medical center campus, school of pharmacy IPE faculty implemented a longitudinal, three-semester, multi-track series. The goals of forming a multi-track series were: (1) to overcome the pharmacy class size compared to the other available disciplines, (2) to utilize disciplines available on a liberal arts campus, and (3) to address varying academic calendars between disciplines. Interprofessional activityIn 2018, the IPE course series was developed and imbedded within the first- and second-year, required, one-credit hour IPE courses. Tracks included community wellness involving accelerated bachelor of science in nursing students on the liberal arts campus, health law involving juris doctorate candidates on the liberal arts campus, and quality management involving masters of science in nursing administration and doctor of medicine students on the medical campus. Each pharmacy student was assigned a track spring semester of the first year based on preference. DiscussionCreation of the track series successfully overcame barriers for IPE implementation. The use of multiple partners, smaller cohorts, and virtual technology allowed faculty greater flexibility, smaller student cohorts, and group autonomy to determine best time and method for meetings, assignment completion, and events. ImplicationsUtilization of a non-traditional course structure allowed for creative solutions to common barriers related to implementation of IPE on a liberal arts campus. This concept can be applied to a wide variety of curriculums to implement meaningful interprofessional experiences.

Interprofessional Education in NAACLS MLT and MLS Programs: Results of a National Survey.

Interprofessional education is essential for students enrolled in health care professional programs. We assessed the attitudes towards and the beliefs about interprofessional education (IPE) among program directors of medical laboratory science (MLS) and medical laboratory technician (MLT) programs accredited by the National Accrediting Agency for Clinical Laboratory Sciences (NAACLS). We also investigated the inclusion of IPE in the curricula of such programs. We emailed the link to an anonymous 22-item cross-sectional survey to 468 program directors and tabulated the responses. Program directors who support the need to include IPE within the curricula of MLT and MLS programs showed a generally positive attitude towards IPE. The beliefs about IPE among our respondents were not homogeneous. Program directors who have not yet implemented IPE in the curriculum may not have had an opportunity to experience the practical benefits of IPE. Although barriers to IPE implementation exist, half of the respondents reported having already implemented IPE within their curricula.

Community Engagement in Co-designing an Innovative Health Equity Program: A Case Report

INTRODUCTION Community-based interprofessional education is a promising strategy for socializing students into team-based care and centering the voices of community members in health equity-focused work. Particularly in resource limited areas, it is vital to collaborate across institutions, professions, and constituents to plan and implement interprofessional education offerings. However, little is known about the factors that support the process of co-designing an interprofessional health equity program centering the community. METHODS Using a convergent, case study framework, this mixed methods project used quantitative data (Wilder Collaboration Factors Inventory) and qualitative data from working group feedback forms, to evaluate our collaborative process. RESULTS Quantitative analysis reveals collaborative strengths that include skilled leadership, unique group purpose, and mutual respect. Collaborative challenges include appropriate cross-section of members and sufficient funds. Qualitative themes (analyzed to further illuminate quantitative results) include sense of purpose, importance of thoughtful leadership, and community engagement. DISCUSSION Building sustainable academic-hospital-community relationships and centering the community in health equity work are keys to success in co-designing an interprofessional health equity curriculum. Committed funding also supports sustainability and sends an important message about the value of community members and community-based work. While these recommendations may be common sense, they are not yet common practice.

Implementing Interprofessional Education Into Clinical Experiences: Athletic Training Faculty Perceptions

Context Health care students must be prepared to engage in collaborative practice with one another. Because athletic training programs are preparing students to enter this collaborative world, interprofessional education (IPE) must be integrated into the curriculum. One aspect for consideration is clinical experiences, but little is known about how athletic training programs are implementing IPE during clinical education experiences. Objective To explore how professional, postbaccalaureate athletic training programs are integrating IPE from a clinical education perspective. Design Consensual qualitative research. Setting Phone interviews. Patients or Other Participants Coordinators of clinical education and program faculty who have a role in IPE implementation. A total of 17 faculty engaged in an interview regarding implementing IPE in their respective athletic training programs. Data Collection and Analysis Participants engaged in 30- to 45-minute phone interviews that were audio recorded for accuracy and transcribed verbatim. We used a consensual qualitative research approach to data analysis and developed a codebook collaboratively and continued to code using updated codebooks to ensure codes were accurate. We used member checking, internal auditing, and external auditing to ensure trustworthiness. Results Two main themes emerged from the data, with resulting subthemes for each. The theme of clinical experiences comprised four subthemes including intentional placement, assessment, linking to courses, and organic IPE. The theme of preceptor involvement includes the need for preceptor development, clear objectives, and active facilitation. We also used a frequency count to determine how many faculty indicated that IPE was currently occurring during clinical education in their programs. Conclusions As IPE continues to grow in necessity, athletic training educators should seek opportunities to allow athletic training students to learn about, from, and with other professions. Faculty will need to be intentional about these opportunities and will need to ensure preceptors are trained to integrate IPE and have clear objectives for IPE.

Development and implementation of interprofessional education activity among health professions students in Jordan: A pilot investigation

ABSTRACT Implementing interprofessional education (IPE) in health professions curricula requires considerations of students’ attitudes and readiness. Interventional studies that assess students’ perceptions about IPE are needed. As IPE is an emerging concept in Jordan, our study aimed at exploring the attitudes of health profession students about IPE and collaborative practice before and after implementing an IPE activity. Students completed the validated Interprofessional Attitudes Scale (IPAS) before and after completing a 3-hour interprofessional activity. Students’ attitudes toward IPE were compared using the subscales and total IPAS scores. A total of 41 health profession students attending the professional health programs of Doctor of Pharmacy, Medicine, Nursing, Nutrition, or Pharmacy completed IPAS before and after conducting the interprofessional activity. Students reported positive attitudes toward IPE prior to the activity. Significant increases were observed in IPAS scores from pre- (median [interquartile range: IQR] score = 4.19 [0.61]) to post-activity (median [IQR] = 4.48 [0.65]), and in its subscales (teamwork, roles and responsibilities, diversity and ethics, and community-centeredness). Students’ experience with the IPE activity was positive and optimistic. The findings revealed for the first time the perception and readiness of health profession students toward IPE and collaborative practice in Jordan. This readiness can help draw a path for strategic integration of IPE in health profession curricula.

Exploring students' experiences of interprofessional education to improve quality learning outcomes

Interprofessional education (IPE) is a practical pedagogical approach to strengthening teaching and learning in higher education to improve students' competencies. These competencies include an enhanced understanding of content knowledge and skills from different professions. To ensure quality teaching and learning, it is envisaged that IPE will strengthen and advance the knowledge and skills of students. The COVID-19 pandemic offered the opportunity to adopt multiple approaches to support students in acquiring the knowledge, skills, values and attitudes towards the programme through the support of interprofessional educators and resources. However, there is a lack of research to explore students' experiences and views on IPE in an acupuncture programme within the South African context, particularly with technologies. This study was anchored in the Technological, Pedagogical, Content Knowledge model as a theoretical lens to explore students' experiences of the IPE using technologies. The authors employed an interpretivist paradigm within a qualitative case study design. They used purposive sampling as a technique since the participants in this study were acupuncture students at a South African university. The researchers interviewed six (6)undergraduate students for this study. The findings revealed that students showed positive attitudes towards IPE. They believed the IPE would improve their competencies in clinical practice. Results also suggested that specific programmes should allocate sufficient time for IPE. Institutions should provide professional training to academics since IPE require more comprehensive content knowledge and pedagogical approaches. To promote effective teaching and learning, IPE should be the norm at universities. Universities should provide relevant support for the appropriate implementation of IPE from policy and resource perspectives.

Impact of the COVID-19 pandemic on implementing IPE in the community: students' perceptions

Background: Inter-professional Education (IPE) has been implemented widely in the community, especially in developing countries. During the COVID-19 pandemic, IPE implementation shifted by necessity to online learning. Therefore, we must evaluate the implementation with students as resource persons. Methods: The design of this study was observational with a cross-sectional approach. Study subjects were third-year students in medicine, nursing, and nutrition who completed IPE implementation using online methods by using the students' families as community representatives. An Interdisciplinary Education Perception Scale (IEPS) questionnaire measured the students' perceptions. In addition, we added open-ended questions to identify students' perceptions of the programme. Results: Three hundred twenty-one (321) out of 470 students returned the questionnaire (68.3% response rate). Most students agreed that the learning objectives of IPE could be attained, and there was no significant difference in those perceptions according to sex, GPA, and study programme. The answer to open-ended questions revealed that the online IPE programme still has usefulness in practising teamwork, communication, and understanding the professional's role. However, several obstacles were identified, such as signalling trouble, limitations on discussion, and the variation of interventions. Conclusions: Despite the limitation of the online IPE programme with community representatives, it is still relevant and positively perceived by the students with minimal obstacles.

THE READINESS FOR INTERPROFESSIONAL EDUCATION IMPLEMENTATION DURING COVID-19 PANDEMIC IN INDONESIA: A DESCRIPTIVE STUDY

Background: The importance of the interprofessional education (IPE) program has been depicted through various forms of the IPE curriculum. The COVID-19 pandemic has forced a change in the implementation of IPE; this has caused the method of implementing IPE to change online. This study aims to assess the readiness of three different healthcare professions for implementing IPE using the Readiness for Interprofessional Learning Scale (RIPLS).Methods: The RIPLS survey was completed by 108 medical students, 40 pharmacy students, and 30 nursing students at Universitas Syiah Kuala, Indonesia. The survey was done after the students carried out the online IPE intervention, which was held during the COVID-19 pandemic. They also completed open-ended questions reflecting their attitude towards and experience from the online IPE implementation.Results: There was no significant difference regarding student readiness for interprofessional learning among the three academic disciplines. Generally, as many as 57.9% of students showed a positive perception of IPE. Separate analysis for each study program showed that all of them were in the high range of scores for positive perception. Pharmacy students have the highest positive perception of IPE (60%), while medical and nursing students’ scores were 54.6% and 53.3%, respectively. Qualitative interviews revealed that: 1) the scheduling of IPE implementation was not suitable for the students, 2) the online communication between professions was not as effective as expected challenging, and 3) there was a growing awareness to respect other professions.Conclusion: It can be concluded that conducting the IPE program during the COVID-19 pandemic experienced many obstacles, especially communication. However, it still maintains the main objective of IPE, which is to respect other professions.

READINESS FOR INTERPROFESSIONAL EDUCATION: PERSPECTIVE FROM MEDICAL AND NURSING STUDENTS

Background: Interprofessional education (IPE) is argued as an educational strategy for promoting communication and collaboration amongst prospective healthcare professionals. The benefits of IPE have culminated in improved patient care leading to enhanced satisfaction for patients and healthcare practitioners. Therefore, further exploration is needed to assess the readiness for IPE through healthcare students’ perspectives, specifically medical and nursing students.This study aimed to assess medical and nursing students’ readiness for IPE and the effect of gender on their readiness.Methods: A quantitative study design using the Readiness for Interprofessional Learning Scale (RIPLS) was employed on 150 medical students and 150 nursing students. Data was analyzed using descriptive and Mann-Whitney statistical analyses.Results: The readiness of IPE score was statistically significantly different between medical and nursing students (p-value &lt;0.0001), with nursing students (Median 4.34) found to have higher readiness or indicate more positive attitudes toward IPE compared to medical students (Median 3.73). Students are found to have a positive attitude or readiness towards IPE. This study also revealed that there was no significant difference in IPE readiness based on genders (p-value 0.087).Conclusion: It is essential to engage students in preparing the implementation of IPE for health sciences courses. Further workshops for IPE can be a strategic step to enhance readiness of the students.