Interprofessional Education Competencies Research Articles

Culture and context in Interprofessional education: Expectations in Australia and Japan.

The attributes of collaborative practice in health care vary across contexts, necessitating the adaptation of interprofessional education curricula to prepare students for the collaborative practice expected in their respective health care systems. Culture, when conceptualised through an organisational lens, allows an analysis of the shared assumptions, beliefs and values, without seeking to reduce to a uniform construct. This article explores the differences in interprofessional education competencies between Australia and Japan and considers the systems and patient expectations, which underpin each. While collaborative competence exhibits some similarities across contexts, competency frameworks differ in emphasis, language and key terminology, which highlight multiple points of difference in the expectations of interprofessional collaborative practice across contexts. There are education and practice consequences of these different perspectives of collaborative practice, in an increasingly mobile international workforce.

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.

A psychometric evaluation of inter-professional education competency tool in nursing and medicine students

IntroductionCollaboration between nurses and doctors is necessary for offering care to patients. Using team performance assessment tools and surveying them can be effective in promoting inter-professional collaboration, and the lack of a credible tool to assess inter-professional collaboration competency between the two groups is a major challenge in the healthcare sector. The present study aimed to translate and conduct a psychometric investigation on the inter-professional education collaboration (IPEC) tool for the students of medicine and nursing.MethodsThe present study was a cross-sectional one conducted as a psychometric investigation of the IPEC tool at the Iran University of Medical Sciences in 2022. The initial tool contained 42 items developed according to a 5-point Likert scale, which was translated into Persian with the consent of the original researcher. The validity index and the content validity ratio were investigated by a panel of 11 specialists in medical and clinical education, and its construct validity was evaluated using confirmatory factor analysis. Also, the second population of the study included medical and nursing students of Iran University of Medical Sciences and simple random sampling method. Moreover, the reliability of the instrument was investigated using internal consistency, Cronbach’s Alpha, and test–retest methods.ResultsBased on the indicators calculated to perform a psychometric investigation over the above tool, it had acceptable reliability and validity according to the specialists. The tool evaluates inter-professional collaboration competency between the students of medicine and nursing across four areas (values and ethics, roles and responsibilities, inter-professional communication, and team-based care and teamwork). Moreover, Cronbach’s Alpha coefficient for the tool was determined at 0.84.ConclusionThe results of the study showed that the above tool could evaluate inter-professional competency as a valid and reliable questionnaire, and its results could be utilized in planning and education.

A critical interpretive synthesis of interprofessional education interventions

ABSTRACT Interprofessional practice can look quite different depending on a number of dynamics. Interprofessional education interventions may or may not orient toward this range of practice possibilities. This literature review explores: (1) how interprofessional education interventions relate to different kinds of interprofessional practice and (2) the range of interprofessional practices assumed by interprofessional education interventions. Four databases were searched for articles published between 2011–2021 describing pre-licensure level interprofessional education interventions, resulting in a dataset of 110 articles. Our analysis involved (1) descriptive summaries of the articles, and (2) content analysis of the rationale and description of the intervention. Of the articles, 93% (102/110) of interprofessional education interventions were designed and/or evaluated using the concept of interprofessional education competencies. “Teamwork” was the most relied upon competency. Most articles were not explicit about the different kinds of interprofessional practices that these competencies might be oriented toward. Our study substantiates earlier claims that interprofessional education literature tends to focus on competencies and orient toward undifferentiated understandings of “teamwork.” This analysis is particularly important as interprofessional teams are engaging in increasingly complex, fluid, and distributed forms of interprofessional practice that may not be captured in an undifferentiated approach to “teamwork.”

Giving Life to Learning Through Rural Maternal Health Immersion Experiences.

Recruiting, retaining, and educating nursing students is essential to meet the growing need for nurses in rural communities. A nursing school enhanced its prelicensure education in rural and public health nursing, and interprofessional care by expanding experiential learning opportunities. To describe longitudinal community health-based rural immersion experiences for prelicensure nursing students. A prospective, correlational design evaluated students' knowledge and confidence in understanding rural characteristics, confidence in achieving public health nursing, and interprofessional education competencies. Fourteen prelicensure nursing students participated in rural maternal health immersion experiences and reported being more confident (21/27 items) than knowledgeable (18/27) in understanding rural characteristics. Over 85% reported competency in interprofessional interactions, and there was a significant difference in confidence in achieving public health nursing competencies between the beginning and end of the immersion. Using immersion experiences may be effective in enhancing students' knowledge, confidence, and competency in rural and public health, and interprofessional care.

P.060 Teamwork makes dreamwork: a stroke of genius

Background: Interprofessional collaboration is at the center of much of our work as Neurologists, yet often Medical Education inadequately prepares students for the complexities of interdisciplinary practice. Authentic, meaningful Interprofessional Education (IPE) requires consideration in involement of all individuals involved in interprofessional health care (IPHC) (Holbrook, 2013). Methods: We have collected authentic stories of acute stroke care through interviews with patients and other health care professionals on the acute stroke care team. Drawing on these narratives, we have crafted a multimedia story combining film, photography, and art. Results: This case will be integrated into Western University’s Undergraduate Medical Education curriculum but is intended to be a valuable tool for teaching IPE competencies in all IPE contexts. All media will be available thorugh Western Libaries open access Health Education Media Library. Main learning outcomes include improved recognition of HCP roles and the vital and diverse contributions of each team member. Conclusions: Drawing on the experiences of real stroke patients, families, and all other HCPs, we have crafted a rich educational case portraying the complexity of IPHC that will allow learners to reflect on the complex roles of health professoinals in a successful interprofessional team.

Virtual Interprofessional Education (VIPE)–The VIPE Program: VIPE Security, a Multi-sectoral Approach to Dealing with Complex Wicked Problems

Introduction:The Virtual Interprofessional Education program is a multi-institutional consortium collaborative formed between five universities across the United States. As of January 2022, the collaborative includes over 60 universities in 30 countries. The consortium brings healthcare students together for a short-term immersive team experience that mimics the healthcare setting. The VIPE program has hosted over 5,000 students in healthcare training programs. The VIPE program expanded to a VIPE Security model to host students across multiple disciplines outside the field of healthcare to create a transdisciplinary approach to managing complex wicked problems.Method:Students receive asynchronous materials ahead of a synchronous virtual experience. VIPE uses the Interprofessional Education Competencies (IPEC) competencies (IPEC, 2016) and aligns with The Health Professions Accreditors Collaborative (HPAC) 2019 guidelines. VIPE uses an active teaching strategy, problem or case-based learning (PBL/CBL), which emphasizes creating an environment of psychological safety and its antecedents (Frazier et al., 2017 and Salas, 2019, Wiss, 2020). Following this model, VIPE Security explores whether the VIPE model can be tailored to work across multiple sectors to discuss management of complex wicked problems to include: climate change, disaster, cyber attacks, terrorism, pandemics, conflict, forced migration, food/water insecurity, human/narco trafficking etc. VIPE Security has hosted two events to include professionals in the health and security sectors to work through complex wicked problems to further understand their roles, ethical and responsible information sharing, and policy implications.Results:VIPE demonstrates statistically significant gains in knowledge towards interprofessional collaborative practice as a result of participation. VIPE Security results are currently being analyzed.Conclusion:This transdisciplinary approach to IPE allows for an all-hands-on-deck approach to security, fostering early education and communication of students across multiple sectors. The VIPE Security model has future implications to be utilized within multidisciplinary organizations for practitioners, governmental agencies, and the military.

How Do Classroom-Based Interprofessional Education Interactions Influence Medical Students' Clerkship Experiences?

Classroom-based interprofessional education (IPE) has been shown to improve medical students' understanding of IPE competencies, but less is known about how those skills apply in clinical environments. This study assesses an IPE session's influence on medical students' interactions with cross-disciplinary colleagues during their pediatrics clerkship. Medical, nursing, and pharmacy students in pediatrics clinical rotations participated in an hour-long, virtual classroom-based small-group IPE activity in which they answered questions about a hypothetical case of a febrile neonate's course of hospitalization. Each student received answers to these questions given to students from other professions, such that answering the questions from the perspective of their own profession required the students to share and gather information from other students in their group. After the session, students completed retrospective pre- and postsession self-assessments of their achievement of IPE session objectives, which were analyzed using the Wilcoxon signed-rank test. They also participated in focused interviews that were analyzed qualitatively to explore the session's influence on their clinical experiences. Medical students' retrospective pre- and postsession self-assessment ratings differed significantly, indicating improvement in students' IPE competencies. However, interviews revealed that less than one-third of medical students applied IPE skills during their clerkship due to lack of autonomy and confidence. The IPE session's influence on medical students' interprofessional collaboration was minimal and suggests that classroom-based IPE has limited impact on students' interprofessional collaboration in the clinical learning environment. This finding suggests the need for intentional, clinically integrated IPE activities.

Interprofessional Art Rounds

Art Rounds is an interprofessional workshop that uses art to develop nursing and medical students' observation skills and empathy. The workshop's joint emphasis on interprofessional education (IPE) and visual thinking strategies (VTS) is intended to improve patient outcomes, strengthen interprofessional collaboration, and maintain a climate of mutual respect and shared values. Interprofessional teams of 4 to 5 students practice faculty-guided VTS on artworks. Students then apply VTS and IPE competencies in observing, interviewing, and assessing evidence during 2 encounters with standardized patients (SPs). Students also write a chart note that includes differential diagnoses with supportive evidence for each of the 2 SPs. Art Rounds focuses on students' observation of details and interpretation of images and SPs' physical appearance; evaluation strategies include grading rubrics for the chart notes and a student-completed evaluation survey.

Demonstrating the importance of interprofessional health education through an interactive case competition at Queen's Faculty of Health Sciences.

On March 4, 2021, OSLER Kingston and KHealth, student-run organizations at Queen's Faculty of Health Sciences, hosted a two-hour-long virtual interprofessional case competition called "OSLER x KHealth IPR Case Competition: Homelessness," focusing on housing insecurity and homelessness. This event demonstrated that integrating interprofessional education (IPE) competencies into educational experiences of health professional students is feasible to organize and implement while also being valuable. Students who participated found IPE to be helpful for their learning. Consequently, we encourage medical school curriculum leaders and student-led groups to prioritize IPE in their preclerkship curricular and extracurricular offerings.

Abstract P1-08-08: Approach to Prevention and Management of Chemotherapy Toxicities in a Interprofessional Education Program

Abstract Background: Interprofessional collaboration and team-based care in oncology has become increasingly important given the complexity of new therapies and their associated side effect profiles. It has been demonstrated that clear and thorough communication improves patient satisfaction and patient adherence. Previously, students described a deficit of adequate oncology education in their curriculum. Incorporating learners from different educational disciplines to care for oncology patients in a breast clinic is an innovative idea that has not been previously published. Objectives: This study will evaluate patient satisfaction and learners’ competencies and confidence after an interprofessional education collaboration aimed at enhancing chemotherapy education and toxicity management. Methods: A single center study was conducted at the University of Maryland Greenebaum Comprehensive Cancer Center (UMGCCC) from August 2020 through April 2021. Patient population was adults receiving chemotherapy for breast cancer. Learner population was medical and pharmacy students and residents. Learners received a brief educational orientation and then completed education and assessment sessions with patients. Sessions were prior to first chemotherapy, 2-4 days after chemotherapy, and then 1-3 days prior to next cycle of chemotherapy. Surveys of satisfaction and competencies were prospective but chart review for symptoms and interventions were retrospective. Results: 20 learners and 9 patients participated in the experience. Median of 4 encounters per patient were completed. 79 chemotherapy issues/toxicities were identified with 11 (14%) interfering in daily activities. 47 interventions were made and improvement was seen in 44 (56%) problems. Patient survey revealed that all 9 patients (100%) reported they were completely satisfied with education aimed at understanding side effects. One patient reported they were somewhat satisfied with understanding how to use their medication correctly and safely while the other 8 reported very satisfied (89%). Learners self-assessment tool revealed improvement in confidence in teach back (p=0.002) and interprofessional education competencies (p=0.01). Discussion: Incorporating medical and pharmacy learners in interprofessional care can help patients understand their treatment and help in management of toxicity. Limitations of the experience included faculty’s involvement in the discussions and interventions may overestimate the contribution of learners. In addition, the retrospective nature of the chart review may underestimate the symptoms for patients and overestimate the proportion of problems that were improved. Citation Format: Alison Duffy, Drashti Vasaiwala, Ciera Bernhardi, Justin Lawson, Paula Rosenblatt. Approach to Prevention and Management of Chemotherapy Toxicities in a Interprofessional Education Program [abstract]. In: Proceedings of the 2022 San Antonio Breast Cancer Symposium; 2022 Dec 6-10; San Antonio, TX. Philadelphia (PA): AACR; Cancer Res 2023;83(5 Suppl):Abstract nr P1-08-08.

The impact of immersive interprofessional learning on workplace practice

This mixed-methods exploratory study examined knowledge and skill transfer from campus-based interprofessional education (IPE) to workforce collaborative practice. We were interested in learning whether and how health professions graduates implemented IPE knowledge, values, attitudes, and skills gained during their time at university to their professional practices. The study employed an alumni survey and facilitated focus groups. The survey used quantitative Likert-type rating scales with opportunities for participants to respond to open-ended questions.Results from the quasi-experimental study show that participants in the intervention group (health professions students who self-selected exposure to intensive IPE programming) rated their IPE skills significantly higher than the control group (health professions students not exposed to the intensive IPE programming). No significant difference was noted between the intervention and control groups in their current team behavior ratings. Qualitative findings from the survey and the focus groups suggested four (4) common themes: 1) interprofessional competencies learned while at university readily transferred to workforce practice; 2) alumni appreciated having learned IPE competencies and skills to prepare for future employment; 3) awareness of others' diverse perspectives and roles was advantageous to working on teams and with other professions; and 4) IPE aided in alumni's value for patient-centered approaches. Overall, the study suggests that alumni who participated in immersive IPE activities valued campus-based interprofessional learning and self-reported bringing university-acquired collaborative knowledge and skill into their work environments to the benefit of patients and practice teams.

Faculty Perspective on Interprofessional Education Competencies: Respiratory Therapy Compared to Other Allied Health Professions.

Interprofessional Education (IPE) provides a framework for collaborative education between health care specialties to improve patient care. In 2010, the Interprofessional Education Collaborative Expert Panel established the competencies of communication, ethics, roles and responsibilities, and teams and teamwork. Studies have assessed knowledge and attitudes about IPE in several allied health educational programs including respiratory therapy (RT). We compared RT faculty to athletic training (AT), nutrition (NT), occupational therapy (OT), physical therapy (PT), and dental hygiene (DH) faculty. Faculty were asked to rank the IPE competencies according to importance. RT faculty ranked communication first, then teams and teamwork, roles and responsibilities, and last ethics. A Kruskal-Wallis Dwass-Steel-Chritchlow-Fligner pairwise analysis showed statically significant differences among allied health faculty rankings of IPE competencies. In communication, RT faculty responded statistically higher than AT (P < .001), DH P < .001), NT P < .001), and OT (P = .003). In ethics, RT faculty responded statistically lower than DH (P < .001), NT (P = .01), and PT (P < .001). In roles and responsibilities, RT faculty responded statistically higher than AT (P = .007) and OT (P < .001). In teamwork, RT faculty responded statistically higher than AT (P = .02), DH (P < .001), OT (P = .002), and PT (P < .001). RT faculty who teach at different degree levels (associate's degree programs vs bachelor's and master's degree programs) had the same ranking of competencies, but they had a statistically significant difference for teamwork, with associate's degree faculty ranking teamwork lower than bachelor's and master's degree faculty.

Exploring the Efficacy of a Virtual First Year Interprofessional Education Event.

Interprofessional education (IPE) activities are utilized in health education programs to develop interprofessional collaboration (IPC) competencies. All first-year healthcare students at three postsecondary learning institutions attend a mandatory introductory IPE event annually. During the 2020/2021 academic year, the event was moved from a face-to-face activity to a virtual format due to the COVID-19 pandemic restrictions. This study examined whether the virtual IPE activity was effective in supporting the development of interprofessional competencies for first-year healthcare students. Two hundred and six students attended a synchronous didactic presentation on IPE competencies and discussed a simulated case in interprofessional groups of eight students and two faculty facilitators. The Interprofessional Collaborative Competency Attainment Survey (ICCAS) was used to measure the students’ opinions on interprofessional competencies. Paired t-tests were used to compare the pre- and post-scores. One hundred and nine (52.9% response rate) students completed the survey. Surveys from 99 students with matched pre- and post-scores were included in the study. The ICCAS competencies showed improvements (p < 0.05) in all of the students’ self-reported IPE competencies following the activity compared to before the training. Our findings indicate that the virtual IPE activity is effective in facilitating the development of IPC for first-year healthcare students.

Delivery of interprofessional education through a co-curricular journal reviewing medical literature

BackgroundThis study's objective was to determine if student participation in a co-curricular drug information journal would increase interprofessional education (IPE) competency as measured by a validated survey tool. Interprofessional education activityTo encourage interprofessional collaboration, students from diverse professional backgrounds were split into groups to conduct a literature review, draft an article on a topic of their choice, obtain revisions through formal review, and publish their article in a student-led journal, The ARxCH (The Annual Review of Changes in Healthcare). To measure IPE competency, students completed the validated Interprofessional Collaborative Competencies Attainment Survey (ICCAS) at the beginning and end of the study to measure changes in IPE competency scores. DiscussionResults of the ICCAS survey found that 15 of the 17 IPE competency questions showed significant positive changes from the pre-survey to the post-survey. These findings suggest that The ARxCH publishing process increased IPE competencies when incorporating students from a variety of healthcare backgrounds and leveraging this novel IPE approach of formal manuscript preparation and group discussion. ImplicationsThis student-led journal could serve as a prototype for future longitudinal activities designed to enhance student IPE competence through co-curricular activities.

Interprofessional education faculty development survey: Perspectives on IPE and collaborative practice and COVID-19.

The cancellation of in-person classes in March 2020 due to COVID-19 caused a sudden shift in the educational experiences of health profession students enrolled at the University of Michigan (U-M). With the move to remote learning, educators engaging in interprofessional education (IPE) were faced with the challenge of preparing students for interprofessional collaboration from a distance. A survey was designed to investigate the impact of the pandemic on IPE practices and discover educator development needs. Faculty and staff from 10 health sciences schools within the U-M and Michigan Medicine were invited to complete a survey investigating their use of IPE competencies prior to, during, and after the pandemic; their development needs; and their ideas for future implementation of IPE and collaborative practice. Fifty-six percent of respondents reported their ability to teach IPE competencies was impacted by changes related to COVID. There was a significant (p ≤ 0.001) difference between self-report of incorporating IPE competencies prior to and during pandemic and during and into the future across all five competencies. Technology was reported as a challenge when teaching IPE, and a need for future faculty development. Leveraging virtual and case-based learning and increasing collaboration between schools were identified as ideas for future implementation.

The Current Status and Needs Analysis of Interprofessional Education in Korean Medical Colleges

The purpose of this study was to investigate the current status of interprofessional education (IPE) and the efforts required to promote, popularize, and implement it in Korea. The IPE status of 40 medical colleges was investigated using a survey with questions regarding the details of IPE, the future plans and necessary support required, and the reasons for not implementing IPE. Thirty-two medical colleges responded, of which 10 are implementing or have implemented IPE. Most of these colleges started IPE in 2018, and the duration of IPE was less than 9 hours. All medical colleges held classes with nursing students. As for the type of IPE, there were independent courses for IPE, one-time special lectures, or partial sessions in one course. Lectures, discussions and presentations, role playing, and high-fidelity simulations were mainly used as educational methods. The support and interest of the dean was the most important facilitating factor. No medical colleges were currently preparing to implement IPE, four colleges had planned IPE but failed to implement it, and 16 had no plans for IPE at all. All medical colleges cited scheduling or cooperation with other majors as the most significant barrier. All the colleges listed their requirements for educational materials, cases, guidelines, and teaching and learning methods for IPE from external institutions. To activate IPE, it is necessary to create an appropriate atmosphere and conditions for developing IPE competencies and a model suitable for the domestic situation. External medical education support organizations should distribute IPE development guidelines and educational materials, form a network between medical colleges with IPE experience, and make efforts to promote the importance of IPE.

Integrating Interprofessional Collaborative Practice Into Occupational and Environmental Health and Safety Education: Results of a Feasibility Study.

Although occupational health and safety programs are expected to prepare graduates to function in an interprofessional collaborative environment, research to support training in this area is far less common in this discipline than among clinical programs. We incorporated interprofessional education (IPE) competencies into an occupational health and safety course for graduate students in diverse disciplines (public health, engineering, nursing) and evaluated effectiveness. We assessed course offerings for content learning and attitudes toward IPE and analyzed data using a mixed-methods approach. In general, students increased their understanding of the role of other disciplines, confidence in working in interprofessional teams, and valuation of IPE. Introducing IPE competencies into graduate education in worker health and safety is feasible and can equip students to more effectively work in occupational health-oriented multidisciplinary teams.

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.

Achieving Interprofessional Education on Collaborative Problem-Solving for COVID-19 Using Project-Based Approach

PurposeThe interdisciplinary skills and competences are necessary for in-service current workforces who work in a collaborative health team environment for emerging disease prevention and control. To efficiently combat COVID-19, the pre-service students of health sciences need to be prepared through the interprofessional education (IPE). The present study aims to develop the IPE curriculum using project-based approach to address challenges of COVID-19 for training of undergraduate health science students, Chiang Mai University, ThailandMethods & MaterialsTeacher working group conducted a workshop to initiate a curriculum and the activities on interprofessional managements for human and animal health by combining interdisciplinary skills required for current Thai workforces. The knowledge and the attitude base of COVID-19 was evaluated before and after training. Self-assessment according to interdisciplinary skills was also performed. Use of ongoing IPE learning activities to manage the six projects for 94 participants including 22 nursing, 21 dentistry, 21 medical technology, 19 pharmacy and 12 veterinary students.ResultsAn understanding of COVID-19 knowledge on the median score before and after learning were 60.00% (IQR 53.33-73.33) and 80.00% (IQR 70.00-86.67), respectively (p < 0.01). Self-assessment according to attitudes demonstrated that the health science students had moderately good level. The IPE competencies on median the students responded from the pre-lesson 4 (IQR 3.00-4.25) to the post-lesson 4 (IQR 3.00-4.00) (p = 0.37). However, an improvement of average relative gain score of the IPE competencies was 12.34%.ConclusionThis study confirms that outcome of IPE learning activities could positively impact in improving the knowledge and the attitude on COVID-19, and interdisciplinary capacities of undergraduate health science students. However, sustainable adaptation of the IPE learning activities as an elective course should be accomplished within near future.