Interdisciplinary Education Perception Scale Research Articles

Unveiling the impact of interprofessional education on shaping students’ interprofessional identity and collaboration perception: a mixed-method study

BackgroundInterprofessional education (IPE) has the potential to shape students’ collaboration perception and interprofessional identity but remains understudied. This study aims to understand the effects of the IPE program as a contextual trigger to promote collaboration perception change and interprofessional identity formation among healthcare professional students.MethodsUsing concurrent triangulation mixed-methods, we examined the relationship between collaboration perception and interprofessional identity change among health profession students (N = 263), and explored their perspectives on how their IPE experiences influenced their perception and identity. Participants completed the Interdisciplinary Education Perception Scale and Extended Professional Identity Scale and responded to open-ended questions before and after the IPE intervention. Pearson’s correlation, t-tests, regression (quantitative), and thematic analysis (qualitative) were conducted.ResultsTeams with initially lower collaboration perception (M = 3.59) and lower interprofessional identity (M = 3.59) showed a significant increase in collaboration perception (M = 3.76, t = 2.63; p = .02) and interprofessional identity (M = 3.97, t = 4.86; p < .001) after participating in IPE. The positive relationship between collaboration perception and interprofessional identity strengthened after participating in IPE, as evident from the correlation (Time 1: r = .69; p < .001; Time 2: r = .79; p < .001). Furthermore, collaboration perception in Time 1 significantly predicted the variance in interprofessional identity at Time 2 (β = 0.347, p < .001). Qualitative findings indicated that 85.2% of students expressed that IPE played a role in promoting their interprofessional identity and collaboration attitudes.ConclusionsIncorporating the IPE program into the curriculum can effectively enhance students’ collaboration perception and interprofessional identity, ultimately preparing them for collaborative practice in the healthcare system. By engaging students in interprofessional teamwork, communication, and joint decision-making processes, the IPE program provides a valuable context for students to develop a sense of belonging and commitment to interprofessional collaboration.

Promoting Competence in Nursing and Pharmacy Interprofessional Collaboration Through Telehealth Simulation.

Competence in interprofessional collaboration is essential for safe patient outcomes. This study examined the impact of an interprofessional telehealth pharmacology simulation on prelicensure nursing and pharmacy students' perceptions of interprofessional roles. A pretest-posttest design was used to compare participants' perceptions of interprofessional roles prior to and following the simulation. Data were collected using the Interdisciplinary Education Perception Scale (IEPS). Paired-samples t -tests showed statistically significant increases in scores for both the full IEPS ( n = 99) and two subscales, Competency and Autonomy ( n = 99) and Perception of Actual Cooperation ( n = 99). Nurse educators should provide regular interprofessional experiences to foster learners' competence in interprofessional collaboration and communication.

Academic emotions and attitudes regarding interprofessional collaboration in health care activities: a prospective study among newly arrived physicians participating in a fourteen-week course

BackgroundOne way of facilitating entrance into the Swedish health care system, for newly arrived physicians from outside the European Union/European Economic Area, could be to set up and offer a course aimed to enhance understanding of it. This course was offered to increase insight about clinical practices, interprofessional teamwork and topics such as, Swedish health care laws, culture, and ethics. Acceptance of, and a flexible attitude towards, interprofessional teamwork are important for maintaining both the physician’s professional identity and a high quality of patient care.The aim of this study was to investigate newly arrived physicians’, academic emotions, experience of stress and flow during a fourteen-week course, as well as attitudes to interprofessional collaboration, both before and after.MethodA prospective study was conducted, with participants asked to respond on one questionnaire every course day, by using the Contextual Activity Sampling System methodology. The participants were asked to complete a questionnaire comprising ten questions about ongoing activity and in what way they experience, e.g., collaboration, interprofessional teamwork, academic emotions, flow, and stress. Furthermore, the participants were asked to score their attitude towards interprofessional teamwork by using the interdisciplinary education perception scale both before and after the course.ResultsThe total sample comprised 27 qualified physicians, from outside the European Union/European Economic Area. In the interdisciplinary education perception scale category, “perception of actual cooperation¨, the participants had significantly higher scores after the course. Flow and academic emotions were felt mostly during own periods of study, seminars, and lectures. The academic emotions were apathy, anxiety, and boredom. The most frequently experienced academic emotion was apathy. Course participants rated stress highest in connection with the examination.ConclusionThe results show that the course had a positive impact on the participants perception of actual cooperation. It appears that participating in this kind of course was a positive experience for the participants, since they mostly experienced high levels of flow. Collaborating with others was experienced as positive, with participants reporting a high degree of flow in activities during collaboration.

Student perceptions of hybrid delivery of interprofessional anatomy-The best of both worlds?

Interprofessional anatomy dissection (IAD) courses increase students' readiness for interprofessional education (IPE) both in-person and online. During the COVID-19 pandemic, virtual environments for anatomy learning were perceived as less effective. Hybrid instruction approaches emerged but have been scarcely evaluated. This study assessed students' experiences with a hybrid IAD course's virtual and in-person components. A hybrid IAD course consisting of virtual and in-person anatomy laboratory-based instruction was offered to 32 students from different health sciences programs. Before and after the full course, students completed the Readiness for Interprofessional Learning Scale (RIPLS) and the Interdisciplinary Education Perception Scale (IEPS). After the virtual and the in-person course components, students completed a Q-methodology survey to assess their perceptions of the course. Twenty-eight students (20 females; 24.8 ± 6.3 years old) from different programs (4 Physician Assistant; 2 Midwifery; 3 Speech-Language Pathology; 4 Physiotherapy; 3 Occupational therapy; 4 Nursing; 8 Medicine) participated. The total RIPLS score improved after the 8-week course (Median 84 interquartile range [78-87] vs. 87 [85-90]; p = 0.0145). The Q-methodology identified three factors: IPE & Virtual Enthusiasts, Introspective Learners, and IPE & Virtual Skeptics. Factors represented different levels of students' engagement with the IPE and virtual environment. The transition to in-person resulted in all factors praising the experience. Health science students showed improvements in their readiness for IPE after an 8-week hybrid IAD course. The main differences in the evaluations of the virtual and in-person components were related to engagement and the ability to learn anatomy; no differences were noted between settings regarding engagement in IPE.

The Impact of Interprofessional Education on Health Profession Students’ Professional Identity

Establishing interprofessional identity is critical in preparing health care teams to work in collaborative environments and enhance efficacy of patient care. Accreditation standards for health profession programs have been implemented to include interprofessional education (IPE), yet there remains obfuscation regarding occupational therapy’s (OT) professional identity. The purpose of this prospective pre-post test study was to assess an experiential IPE event for health profession students (n = 170 from ten health profession programs) to: (1) determine the effectiveness of role playing and team-based case discussions on students’ knowledge and perceptions toward each other’s professions, and (2) specifically assess the impact of the IPE event on students’ perceptions toward OT roles and responsibilities. Health profession students were asked to complete a survey prior to and at the conclusion of the IPE event, which included the validated Interdisciplinary Education Perception Scale (IEPS) and non-standardized closed and open-ended questions. Quantitative analysis of responses showed a significant improvement in interdisciplinary perceptions after the experience as evidenced by higher IEPS scores. Post-test open-ended responses confirmed this finding. Health profession programs were stratified, revealing positive significant differences regarding OT. These findings suggest role-playing and team-based case discussions for IPE can have a positive impact on students’ interprofessional perceptions and understanding of OT.

Piloting an Interprofessional Virtual Cadaveric Dissection Course: Responding to COVID-19.

Interprofessional learning improves students' clinical and interprofessional competencies. COVID-19 prevented delivering in-person education and motivated the development of a virtual interprofessional cadaveric dissection (ICD) course. This study reports on the effects of a virtual ICD course compared to a previously delivered in-person course, on students' readiness for, and perceptions about, interprofessional learning. Students attending the ICD course in-person (2019-2020) or virtually (2020-2021) completed the Readiness for Interprofessional Learning Scale (RIPLS) and the Interdisciplinary Education Perception Scale (IEPS). Students in the virtual course also provided written feedback. Thirty-two (24 women; Median: 24 [Q1-Q3: 22-25] yrs.) and twenty-three students (18 women; 22 [21-23] yrs.) attended the in-person and virtual courses, respectively. In the virtual cohort, the RIPLS total score (82 [76-87] vs. 85 [78-90]; p=0.034) and the roles and responsibilities sub-score (11 [9-12] vs. 12 [11-13]; p=0.001) improved significantly. In the in-person cohort, the roles and responsibilities sub-score improved significantly (12 [10-14] vs. 13 [11-14]; p=0.017). No significant differences were observed between cohorts (p<0.05). Themes identified in the qualitative analysis were advantages & positive experiences, competencies acquired, disadvantages & challenges, and preferences & suggestions. In-person and virtual ICD courses seem to have similar effects on students' interprofessional learning. However, students reported preferring the in-person setting for learning anatomy-dissection skills.

A mixed methods study to assess perception of interprofessional learning among pre-university students for medicine and dentistry

Interprofessional education (IPE) leads to positive mutual attitudes, better understanding of professional roles in caring for patients.This study was undertaken to assess the perception of interprofessional education of pre-university students even before they enter professional courses.: This is a mixed methods sequential explanatory study design involving sixty-four pre-university students, who were exposed to interprofessional related activity by interacting with medical and dental students on given health scenarios. The interprofessional education and interdisciplinary education perception scale (IEPS) to measure the student’s perception towards IPE. Wilcoxon Signed Rank test were calculated. The qualitative analysis was done to further analyse the quantitative data through online interviews.The student’s perception towards competence &amp; autonomy, perceived need for cooperation, perception of actual cooperation and understanding other’s value were significantly higher from somewhat disagree of score 3 (P&amp;#60;0.001). Most foundation year students realized that by learning with various professional students would make them effective member of health care team and promote collaborative practice. : It can be a good idea to sensitize the pre university students to interprofessional education.

PENYUSUNAN DAN UJI COBA PROGRAM INTERPROFESSIONAL EDUCATION (IPE) DARING PADA MAHASISWA FAKULTAS KEDOKTERAN UNIVERSITAS X: SEBUAH STUDI DENGAN METODE CAMPURAN

InterProfessional education (IPE) is a strategy used to prepare interprofessional collaboration teams in the future. However, with the various restrictions on social interaction during the COVID-19 pandemic, it encourages innovation in learning methods. Therefore, this study aims to design an online interprofessional learning module at the Faculty of Medicine of X University (FK X) as a strategy to prepare collaboration teams in the future. This study uses a mixed-method approach to obtain the data needed. A qualitative approach is used to obtain an overview of stakeholders' needs for online IPE learning design. The respondents consisted of study program leaders, lecturers and students of several study programs at the Faculty of Medicine, University X (FK X). Data collection was carried out with structured interviews and focus group discussions (FGDs). The data is recorded and made verbatim, then coding is carried out and arranged into themes and sub-themes. Evaluation of the online IPE teaching design was carried out by measuring students' perceptions of interprofessional education before and after taking the module using the IEPS (Interdisciplinary Education Perception Scale) questionnaire. The first stage of qualitative research (structured interviews and FGDs) on the leadership element, 2 lecturers, and 5 students of each study program resulted in as many as 14 themes and 47 sub-themes which were described into module learning outcomes, study topics, learning activities, and characteristics of online IPE module students. The module evaluation was carried out by testing the differences in perceptions of 252 students towards pre- and post-module interprofessional education. Wilcoxon's bivariate test results showed a significant difference in perception scores for post-module inteprofessional education compared to premodule( p=0.00). There is a positive difference, namely the number of post-module scores that are greater than the pre-module score of 141 people. The increase in perception scores can also be seen from the results of the bivariate analysis of the Medicine, Nursing, Midwifery, and Psychology Study Programs. This research shows that the implementation of the FK X online IPE module has succeeded in increasing students' perceptions of competence and autonomy, the perceived need to cooperate, and perceptions of interprofessional cooperation. This breakthrough is an alternative solution that can be considered for interprofessional learning during a pandemic

PERCEPTIONS AND READINESS OF THE HEALTH POLYTECHNIC OF THE MINISTRY OF HEALTH RIAU STUDENTS IN IMPLEMENTING IPE-BASED OF INTEGRATED REAL WORK PRACTICE

Interprofessional Education (IPE) emphasizes collaborative practice between two or more health professions. The Integrated Real Work Practice of the Health Polytechnic of the Ministry of Health Riau applies the IPE concept, among students of nutrition, midwifery, and nursing. Core competencies for IPE are roles and responsibilities; ethical practice; conflict resolution; communication; and collaboration and teamwork. The purpose of this study was to analyze the relationship between students' perceptions and readiness in implementing the IPE-based of integrated real work practice of the Health Polytechnic of the Ministry of Health Riau. This research is a descriptive study using a cross sectional design in which the measurement of variables was only done once at a time. The sample collection technique was accidental sampling of final year students who attended the integrated real work practice of the Health Polytechnic of the Ministry of Health Riau. The total sample of the study was 230 students, consisting of 76 nutrition students, 63 midwifery students, and 91 nursing students. The instruments used in this study were the Interdisciplinary Education Perception Scale (IEPS) to measure student perceptions and the Readiness for Interprofessional learning Scale (RIPLS) to measure student readiness. The data was carried out in May 2022 and then been analyzed using the Chi Square method to mesure the relationship between the perception and the readiness of the students. The results showed that there was a statistically significant relationship (p = 0.000 or p &lt;0.05) between perceptions and readiness of the Health Polytechnic of the Ministry of Health Riau students in the implementation of IPE-based integrated real work practice. IPE can be implemented successfully and benefits students in real community problems. The program should be evaluated and improved to assure all students from different schools to get equal benefits.&#x0D; &#x0D;

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.

Acceptance of interprofessional education (IPE) for educators at health-based faculty universitas nahdlatul ulama Surabaya

Introduction: Health professionals as key players in the health effort, who must prepare to face the 'triple burden' of challenges such as the current pandemic COVID-19. Closely related to interprofessional education is the realization of a workforce that is prepared through independent learning to face change, social order, culture, labor needs and technological advances. The purpose of this study was to assess acceptance of interprofessional education among health-based undergraduate educators. Methods: Cross-sectional study design. Respondents are 45 educators from 141 educators from the Public Health, Nutrition, Nursing, Medicine, Midwifery, Occupational Health and Safety, and Medical Laboratory Technology Study Program. The instrument is a questionnaire that refers to the Interdisciplinary Education Perception Scale (IEPS) in the form of multiple-choice questions and the results are analyzed descriptively. Results: The result of the study is respondents agree that educators need to work with other professions through interprofessional education is 62,2%. Respondents that said about individuals in their profession are very positive about their contributions and achievements are 71,1%. 68.9% of respondents trust each other's professional judgment. There are 40% of respondents who do not agree with the assumption that their status profession is looked higher than other professions. 64,4% of respondents understand that they need to make every effort to understand the capabilities and contributions of other professions. Conclusion: The results of this study indicate that educators' perceptions of IPE can provide an understanding of the need for collaboration and a better attitude in teamwork through interdisciplinary education. Further research is needed to explore other factors that may influence specific perceptions among educators.

Faculty fellowship in interprofessional education: An atypical approach to faculty development

As interprofessional education moves to the forefront of the health professions education, faculty development is needed to effectively teach students about interprofessional collaboration and practice. A prospective, 12-month Fellowship for Interprofessional Development at Samford (FINDS) program was developed to promote faculty development and gauge faculty perceptions while building student opportunities in the area of interprofessional education. Participants accepted into the fellowship were assigned a team with 2 or more professions. The participants completed an on-line course and attended three in-person seminars or workshops. Each team developed and implemented either a curricular or co-curricular interprofessional student activity with in the College of Health Sciences. Participants completed a pre- and post-assessment based on the Interdisciplinary Education Perception Scale (IEPS) along with a final program evaluation. Nineteen faculty members were accepted into the first cohort and nine in the second cohort. The fellowship program improved faculty's perceptions related to their knowledge of IPE especially about understanding contributions by other professionals and working closely with others. In addition, nine new student interprofessional education opportunities were incorporated into curriculum or co-curriculum. A faculty development fellowship is a good resource to enhance growth during early stages of interprofessional college integration.

Short and medium-term effects of different teaching strategies for interprofessional education in health professional students: A randomized controlled trial

BackgroundInterprofessional education (IPE) is recognized as important for teaching in healthcare. However, few studies comparing active versus traditional strategies for this teaching approach have been conducted. ObjectivesThis study aims to compare the use of different educational strategies (i.e. active learning versus formal lectures) for teaching interprofessional geriatric competencies in health professional students from different healthcare courses. DesignRandomized controlled trial. SettingsPublic university. ParticipantsHealth professional students (nursing, physiotherapy, medicine, nutrition and psychology courses). MethodsDifferent theoretical educational strategies (active learning in intervention group versus formal lectures in control group) were associated with case-based group discussions. The RIPLS (Readiness for Interprofessional Learning Scale), IEPS (Interdisciplinary Education Perception Scale) and TSS (Team Skills Scale) instruments were applied at 3 timepoints: on first day of class, on last day of class and at 6 months post-intervention. ResultsOf 151 eligible students, 99 concluded all stages of the study and were subsequently included in the analysis. A significant increase in scores on the RIPLS, IEPS and TSS was measured on the last day of class and this performance gain persisted after 6 months for both strategies. However, no significant performance difference between the two strategies was found. Similarly, although student satisfaction was very good, no difference in ratings between the strategies was evident. ConclusionsThe results of this project, besides developing and fostering important discussion on IPE, can add to the literature and aid researchers in IPE by furthering knowledge on how different teaching strategies can impact future health professionals.

MEASURING HEALTH STUDENTS' ATTITUDES, PERCEPTIONS AND READINESS FOR INTERPROFESSIONAL LEARNING: RELIABILITY, VALIDITY AND PSYCHOMETRIC PROPERTIES OF THREE SCALES ADAPTED INTO PORTUGUESE.

Background and Purpose: To adapt, validate and assess the psychometric properties of the Readiness for Interprofessional Learning Scale (RIPLS-19 items), Interdisciplinary Education Perception Scale (IEPS-18 items) and Team Skills Scale (TSS-17 items) in 484 undergraduate students. Methods: Transcultural adaptation of the scales was performed. Internal consistency, test-retest reliability, factor analysis, and convergent and discriminant validity were determined. Results: The instruments showed good internal consistency and test-retest reliability for total score. However, factor analyses revealed differences in the subscales compared to the original validations. The RIPLS detected more differences, discriminating gender, race, course semester and course enrolled. The TSS and IEPS detected differences in age and course enrolled. Conclusions: These scales appear to have satisfactory psychometric properties and could be used in both research and education. The subscales, however, should be interpreted with caution.

The Need for and Perceptions of Interprofessional Education and Collaboration Among Undergraduate Students in Nursing and Medicine in South Korea.

PurposeInterprofessional education (IPE) for undergraduate students in the healthcare disciplines facilitates the acquisition of skills required for interprofessional collaboration, which is critical for patient care. This study assesses the need for and perceptions of IPE and interprofessional collaboration among undergraduate students in nursing and medicine in South Korea.Participants and MethodsThis was a cross-sectional survey of undergraduate students in nursing (n = 130) and medicine (n = 68), who had never been exposed to IPE, using a convenience sampling method. The Readiness for Interprofessional Learning Scale (RIPLS) (19 items), Interdisciplinary Education Perception Scale (IEPS) (12 items), and Interprofessional Education and Collaborative (IPEC) Competency Self-Assessment Scale (16 items) were used. Data were analyzed using descriptive statistics, χ2 test, and independent sample t-test.ResultsStudents in both schools almost equally indicated the need for IPE and practice-based IPE in their clinical rotations, focusing on patients in general wards, and wanted to learn teamwork. The mean RIPLS scores were 68.5 ± 5.62 in nursing students and 67.5 ± 6.53 in medical students, and those of the IEPS were 57.0 ± 7.03 in nursing students and 58.7 ± 7.08 in medical students, without significant differences. Nursing students scored significantly higher on the positive professional identity subscale of the RIPLS, whereas medical students scored higher on the competency and autonomy and perceived need for cooperation subscales of the IEPS. The total scale scores on the IPEC Competency Self-Assessment Scale were 65.2 ± 3.35 for nursing students and 67.4 ± 2.96 for medical students, the latter having a significantly higher score.ConclusionThis study revealed differences in needs and perceptions regarding IPE and interprofessional collaboration between schools. These findings warrant further research to design IPE program goals and strategies that are reflective of students’ needs.

Perception and readiness for inter-professional education of health discipline students: A cross-sectional study

BackgroundInterprofessional education (IPE) is a concept focusing on the improvement of a good teamwork environment bringing professionals from diffferent professions together to obtain high-quality health care and improve health outcomes. Determining health discipline students' IPE perceptions and readiness is important to develop, implement and maintain effective IPE programs. ObjectivesThis study aims to determine perception and readiness for interprofessional education of health discipline students. DesignThis study utilized a descriptive and cross-sectional design. SettingsA public university in Turkey. The study was conducted with students enrolled in Faculty of Health Sciences, Medical Faculty, Faculty of Dentistry, or Vocational School of Health Services. ParticipantsThe participants included 646 health discipline students who were enrolled in nursing, midwifery, medical, dentistry, medical imaging technology, first and emergency aid, and elderly care departments. MethodsData were collected through the “Data Collection Form”, the “Interdisciplinary Education Perception Scale (IEPS-TR)” and the “Readiness for Inter-professional Learning Scale (RIPLS)”. ResultsThe participants' IEPS-TR and RIPLS total mean scores were found 65.81 ± 19.86 and 67.90 ± 13.53, respectively. The IEPS-TR and RIPLS mean scores and the variables such as choosing the department willingly and being satisfied with the department indicated a statistically significant correlation (p < 0.05). In addition, RIPLS mean scores and the variables such as age, and willingness to take classes with other healthcare students indicated a statistically significant correlation (p < 0.05). However, no statistically significant correlation was found between the IEPS-TR and RIPLS total mean scores and department-related variables (p > 0.05). The participants' IEPS-TR and RIPLS mean scores demonstrated a positive and significant relationship (r = 0.314, p < 0.001). ConclusionsThis study showed that health discipline students had a high level of perception of interdisciplinary education and were ready for interprofessional education. The study also demonstrated that students' perception of interdisciplinary education increased with the increase in their readiness for this education.

Interprofessional Education Towards Interprofessional Practice: A Mixed-Methods Exploration of Respiratory Care Students and Therapists’ Perceptions

Background: Respiratory care (RC) is a healthcare discipline that specializes in providing treatment for patients with acute and chronic cardiopulmonary abnormalities. Today, RC possesses a solid skill base and an expansive depth of knowledge, enabling them to provide safe, team-based, evidence-based effective care for patients. This study explores perceptions of RC students (RCS), RC faculty (RCF), and RC professionals (RCP) regarding Interprofessional Education (IPE) and Interprofessional Practice (IPP). Additionally, it identifies factors that affect perceptions of knowledge, skills, and abilities related to IPE and IPP among RCS, RCF, and RCP.&#x0D; Methods: A mixed method (embedded) design was used. An online email survey questionnaire was emailed to the program directors to distribute it among their students, alumni, and faculty. The total of 421 program directors were reached via email. Three hundred forty-five surveys were returned, with 208 surveys eligible for analysis.&#x0D; Results: The findings showed a significant main effect of professional status on the Interdisciplinary Education Perception Scale (IEPS) overall score regardless of the IPE exposure. However, there was no significant difference in the average score on the competency and autonomy, perceived need for cooperation, or perception of actual cooperation. Qualitatively, it was revealed that simulation was the most useful IPE experience for promoting IPP. Additional factors such as time, attitude, experiences, cooperation, and cost were believed to affect the infusion of IPE into the academic environment.&#x0D; Conclusion: Regardless of the status of RCS and RCPs exposure to IPE during their professional education, all perceived IPE as positively supporting IPP. Qualitatively, for those directly exposed to IPE, simulation was identified as the most useful IPE experience for promoting IPP.&#x0D; Recommendations: IPE should be continued implemented as a strategy for the promotion of IPP, as well as the necessity for further documentation and assessment of the IPE techniques used in the academy to guarantee learning outcome accountability.

Interprofessional Clinical Simulation-Based Education to Develop Professional Identity and Professionalism in Japanese Medical and Nursing Students

Introduction: We conducted a multi-occupational team simulation training for medical and nursing students and clarified how professional identity and professionalism attitudes change with interprofessional education (IPE). Methods: Thirty-nine 4th-year medical students and 48 2nd-year nursing students were enrolled and distributed to the educational intervention group and the control group. We used a vocation identity scale including lower four subscales, a scale for professionalism including lower five subscales, a readiness for inter-professional learning scale (RIPLS), and an interdisciplinary education perception scale (IEPS). Results: Among the medical students, IPE using an advanced patient simulator improved the scores on the vocational identity scale, scale for professionalism, RIPLS, and IEPS. Among the nursing students, IPE improved the scores on the vocational identity scale, scale for professionalism, RIPLS, and IEPS. Conclusion: On-the-job training using simulated clinical training by a multi-occupational team improved vocational identification and professionalism.

Effectiveness of an Interprofessional Education Model to Influence Students' Perceptions on Interdisciplinary Work.

To prepare students adequately for the workplace, training on interprofessional practice should be included in the curricula of future health professionals. This study evaluated the effect of an interprofessional education session on undergraduate students' attitudes toward interprofessional collaboration. A total of 225 medicine, nursing, physiotherapy, and nutrition and dietetics students were randomized to either an intervention (working together interprofessionally, n = 111) or control group (working together with their own profession, n = 114). Pre- and posttest assessment was performed with an adapted version of the Interdisciplinary Education Perception Scale. A statistically significant improvement in attitude for Perception of Competence Own Profession (0.82, p = .008) and Perception of Actual Cooperation (1.10, p = .004) was found for students in the intervention group compared with students in the control group. Interprofessional education sessions were likely to be effective on undergraduate students' attitudes toward interprofessional collaboration. [J Nurs Educ. 2021;60(9):494-499.].

OT Students' Test–Retest Reliability of the RIPLS and IEPS

Abstract Date Presented 04/12/21 The purpose of this study was to establish the test–retest reliability of two interprofessional education (IPE) instruments, the Readiness for Interprofessional Learning Scale and the Interdisciplinary Education Perception Scale among OT graduate students. The intent was to compare results based on previous IPE experience and year in the program. Primary Author and Speaker: Leah Shea Simpkins Additional Authors and Speakers: Alison Teasdale,Olivia Easterbrooks-Dick