Readiness For Interprofessional Learning Scale Research Articles

Effect of interprofessional education on cadaver dissection seminar.

In 2010, WHO published a "Framework for action on interprofessional education and collaborative practice." Interprofessional education (IPE) is now being conducted in various ways. We have been holding cadaver dissection seminars to provide opportunities for medical students, nursing students, and nurse practitioner (NP) students to learn together. In this study, we investigated the effect of learning about IPE in cadaver dissection seminars. The seminars were held for 5days each in 2021 and 2022 (the number of days of participation was arbitrary). In the seminars, teams of 3-5 participants with the same theme collaborated to dissect a single donated cadaver. Teams were made up of participants with different departments: 29 medical students, 12 NP students, and 20 nursing students participated in the seminar, and participants were surveyed before and after the seminars. The Readiness for Interprofessional Learning Scale (RIPLS) scores before and after the dissection seminar increased significantly overall. The scores of medical and nursing students increased significantly, but those of NP students did not significantly change. In terms of the number of days of participation, a significant increase in scores was found for participants who participated for ≥ 2days. Overall, a significant positive correlation was found between intrinsic motivation to learn and RIPLS scores. For medical students, a significant negative correlation was noted between extrinsic motivation and RIPLS scores. Cadaver dissection seminars conducted by medical, nursing, and NP students demonstrated IPE learning effect on medical students and undergraduate nursing students.

The effect of interprofessional simulation practice on collaborative learning: A randomized controlled trial

ABSTRACT This study examined the effect of simulation on readiness for collaborative practice and learning using a randomized-controlled trial design that used the same education protocol with interprofessional and uniprofessional groups. The sample consisted of 43 students from four different majors. The students were assessed with the Readiness for Interprofessional Learning Scale, and a care plan measurement instrument. The interprofessional group showed a small increase (0.1 ± 0.43; p = .02) in readiness for teamwork and collaboration; the uniprofessional group showed a smaller increase for teamwork and collaboration (0.04 ± 0.31; p = .04) and for patient-centred care (0.0 ± 0.35; p = .01). The enriching work of interprofessional learning was evident within the care plan activity, suggesting that interprofessional simulation is an effective learning method for interprofessional education.

Readiness for interprofessional education among healthcare students in Oman: Results of a cross-sectional survey

ABSTRACT Interprofessional education (IPE) is a promising educational strategy to strengthen the healthcare system in Oman. This study aimed to evaluate the perception and readiness of nursing and medical students for IPE in Oman. Students enrolled in medical and nursing programs at Sultan Qaboos University were invited to participate in this study by completing the Readiness for Interprofessional Learning Scale (RIPLS). A total of 390 (180 nursing and 210 medical) students completed the survey. The RIPLS scores of nursing and medical students were high. Medical students had significantly higher scores in the Negative Professional Identity subscale. Gender and GPA correlated with total scores. Medical and nursing students demonstrated positive perceptions and readiness for IPE. Efforts should be directed to facilitate its implementation in the curriculum.

Celebrating the Culture of Interprofessional Collaboration in Athletic Training

Celebrating the Culture of Interprofessional Collaboration in Athletic Training

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 <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.
 

CHANGING AGING MYTHS AND READINESS FOR INTERPROFESSIONAL EDUCATION IN FAMILY NURSE PRACTITIONER STUDENTS

Abstract The preparation of Family Nurse Practitioner (FNP) students caring for the older adult population is inadequate. The design was a quasi-experimental pilot study (N = 30) to assess change in myths about aging and readiness for interprofessional education (IPE) in FNP students near graduation. The Woolf Aging Quiz (WAQ) containing 24 true-false myths about older adults, and the Readiness for Interprofessional Learning Scale (RIPLS) containing 19 items rated on a 5-point Likert scale (high score indicates more readiness), were completed at baseline and post-intervention. The intervention consisted of 4-weeks of education on normal aging, agism, age friendly healthcare, and IPE using online weekly brief video presentations and peer discussion. Thirty FNP students, mean age 43.5 years, 80.6% (N = 25) female, 19.4% (N = 6) male. A paired t-test showed no significant pre-post difference in the WAQ (t = -1.388, p < .05). McNemar crosstab analysis of the WAQ items indicated 14 aging myths where students chose the wrong answer pre and post intervention. In addition, the RIPLS showed no significant change (t = .793, p < .05) from pre-intervention (mean = 35.87) to post-intervention (mean = 34.42). FNP students near graduation held strong ageist beliefs, reflected in the WAQ, and were unprepared for IPE. Both of these results were resistant to change. The data suggests that FNP programs need to address aging and IPE content earlier and provide students with exposure to older adults that addresses myths about aging affords both theoretical and practical opportunities for interprofessional learning.

일개 학교의 약학대학과 간호대학 학생 대상 전문직간 교육 준비도 평가

This study was examined to evaluate readiness for interprofessional learning of students from the College of Pharmacy and the College of Nursing at a university. A cross-sectional structured survey was used to compare the readiness for interprofessional learning between different departments and by the experience of interprofessional education. As a survey questionnaire, the Korean version of readiness for interprofessional learning Scale (RIPLS) included 19 items. The subjects consisted of 76 students (20 nursing students with IPE experience, 33 pharmacy students with IPE experience, and 26 pharmacy students without IPE experience) enrolled in 2021. The response rate was 41.6%. The scores of readiness for interprofessional learning in nursing students were significantly higher than pharmacy students (p<0.05). The scores of readiness for interprofessional learning in pharmacy students without IPE experience were significantly higher than pharmacy students with IPE experience (p<0.05). Five sub-items in the teamwork and collaboration categories of RIPLS had a high score of over 4 points. An effective IPE program suitable for the educational field in Korea needs to be developed through additional research on IPE class content, essential skills, and learning methods in pharmaceutical education.

Impact of a longitudinal student-initiated home visit programme on interprofessional education

Introduction: Tri-Generational HomeCare (TriGen) is a student-initiated home visit programme for patients with a key focus on undergraduate interprofessional education (IPE). We sought to validate the Readiness for Interprofessional Learning Scale (RIPLS) and evaluate TriGen’s efficacy by investigating healthcare undergraduates’ attitude towards IPE. Methods: Teams of healthcare undergraduates performed home visits for patients fortnightly over six months, trained by professionals from a regional hospital and a social service organisation. The RIPLS was validated using exploratory factor analysis. Evaluation of TriGen’s efficacy was performed via the administration of the RIPLS pre- and post-intervention, analysis of qualitative survey results and thematic analysis of written feedback. Results: 79.6% of 226 undergraduate participants from 2015-2018 were enrolled. Exploratory factor analysis revealed four factors accounting for 64.9% of total variance. One item loaded poorly and was removed. There was no difference in pre- and post-intervention RIPLS total and subscale scores. 91.6% of respondents agreed they better appreciated the importance of interprofessional collaboration (IPC) in patient care, and 72.8% said MDMs were important for their learning. Thematic analysis revealed takeaways including learning from and teaching one another, understanding one’s own and other healthcare professionals’ role, teamwork, and meeting undergraduates from different faculties. Conclusion: We validated the RIPLS in Singapore and demonstrated the feasibility of an interprofessional, student-initiated home visit programme. While there was no change in RIPLS scores, the qualitative feedback suggests that there are participant-perceived benefits for IPE after undergoing this programme, even with the perceived barriers to IPE. Future programmes can work on addressing these barriers to IPE.

Impact of an International Service Trip on Pharmacy and Medical Learners’ Attitudes Toward Interprofessional Collaboration

Objective. The purpose of this study was to evaluate the impact of an interprofessional medical service trip to rural Honduras on pharmacy and medical learners' attitudes toward interprofessional learning.Methods. In this mixed-methods research, 19 participating students and residents from medicine and pharmacy completed the Readiness for Interprofessional Learning Scale (RIPLS) before and after the service trip in fall 2017 and spring 2018. Individual semi-structured interviews were conducted with participants following each trip to better understand which aspects of the experience shaped their interprofessional learning.Results. Following the service trip, a significant improvement was found for the Teamwork & Collaboration subscale and the Negative Professional Identity subscale of the RIPLS. Several themes emerged from interviews, including that face-to-face interaction promotes collaboration; limited resources encourage team-based problem-solving; time together outside of work strengthens interprofessional connections; participating in another profession's patient care activities fosters appreciation of individual roles; interprofessional care takes time; and participants felt a greater desire to pursue interprofessional practice in the future.Conclusion. Interprofessional learning during a medical service trip improved participants' attitudes toward collaboration. This study highlights which aspects of this experience contributed most to interprofessional learning, and our results may guide future efforts to design effective interprofessional education experiences.

Italian Translation and Validation of the Readiness for Interprofessional Learning Scale (RIPLS) in an Undergraduate Healthcare Student Context.

Interprofessional education requires that two or more professionals learn from and with each other to allow effective collaboration and improve health outcomes. Thus far, the interprofessional collaboration of healthcare students might be assessed using the Readiness for Interprofessional Learning Scale (RIPLS), which is currently not available in its Italian version. This study aimed to provide the intercultural adaptation of the RIPLS in Italian (I-RIPLS) and assess its validity and reliability. A two-phase validation study was performed in 2020, using a single-centre approach in students enrolled in the medical degree, physiotherapy, nursing, and dentistry courses at an Italian-speaking university in Albania. The first phase of the study determined the cross-cultural adaptation of the items by involving two translators who followed a forward and backward translation process. In the second phase, a sample of 414 students was enrolled. The preliminary corrected item-total correlations showed that five items did not show significant item-to-total correlations. Even if their deletion was not mandatory for generating a suitable correlation matrix for factor analysis, the advantages of keeping only items contributing to a more stable measurement with a shorter scale represented the rationale for removing items with non-significant item-to-total correlation from the correlation matrix before testing the dimensionality of the I-RIPLS with factor analysis. The answers from the first 50% of responders (n = 207) were used to determine the most plausible dimensionality of the I-RIPLS by employing an exploratory factor analysis (EFA), and the second 50% were used to cross-validate the most plausible dimensionality derived from EFA by employing confirmatory factor analysis (CFA) models. The most plausible dimensionality from EFA, by acknowledging the interpretation of the scree plot, the eigenvalues greater than 1, a parallel analysis, and the previous theoretical dimensions of the tool had two factors with adequate internal consistency. The CFA confirmed the two-factor solutions and the internal consistency for each domain. The I-RIPLS has 14 items with adequate evidence of validity and reliability. Future research should revise the tool for pursuing cross-cultural multigroup measurement invariance.

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 <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.

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.

Knowledge and Readiness for Interprofessional Learning Among Pharmacy and Clinical Nutrition Students at King Saud University.

BackgroundInterprofessional education (IPE) in healthcare specialties is important to optimize patient outcomes and shape professional image toward teamwork and collaboration among healthcare professionals. The aim of this study is to assess the impact of IPE on pharmacy and clinical nutrition students’ knowledge in food–drug interactions and readiness for interprofessional learning.MethodsThis pre-post study was conducted at King Saud University between February and March 2020. We held an interprofessional workshop for pharmacy and clinical nutrition students. After we introduced the faculty members who would deliver the food–drug interactions session, the students took a seven-question quiz (total score = 7) to assess their knowledge about the basic concept of food–drug interactions before the session. After that, a 45-minute lecture was provided by a clinical pharmacy faculty member. Students from both disciplines worked on three clinical scenarios. After completing the assigned scenarios, the students retook the quiz to assess their knowledge after the workshop. In addition, student readiness was assessed using the 19-item Readiness for Interprofessional Learning Scale (RIPLS).ResultsA total of 48 students were included in this study. Overall, students’ mean scores in both colleges significantly increased after the workshop (p < 0.01). The mean RIPLS total scores (SD) for pharmacy students and clinical nutrition students were 80.6 (7.48) and 81.26 (6.96), respectively, out of a maximum possible score of 95. These scores indicated positive attitudes toward interprofessional learning in both groups.ConclusionPharmacy and clinical nutrition students’ knowledge regarding food–drug interaction improved after implementing the IPE session. Students also reported higher scores for interprofessional learning. This indicates their willingness to participate in future interprofessional learning activities. Roles and responsibilities domain scores were slightly lower among both groups. Simulation-based activities including profession role exchange can be added to traditional IPE sessions to improve this domain.

Effectiveness of a case-based digital learning interprofessional workshop involving undergraduates in medical technology, radiological science, and physical therapy: A pre-post intervention study.

All healthcare professionals must understand information on a patient’s biophysical functions, and it is important to educate professionals on how to use this information in an interprofessional team for diagnosis. However, there is little interprofessional education for students of medical technology and radiological science involved in biophysical function diagnosis. In the present study, we developed a case-based interprofessional learning tool for using biophysical information for diagnosis. The study examined the effects of a collaborative exercise workshop for healthcare professional students using the tool. Participants were 234 students from three healthcare professions (medical technology, radiological science, and physical therapy). They completed the Japanese version of the Readiness for Interprofessional Learning Scale before and after the workshops. The workshops incorporated digital materials that allowed students to examine the test results of a virtual patient, answer questions, and discuss their diagnoses and prognoses. For analysis, a two-way analysis of variance was performed on the total score on the Readiness for Interprofessional Learning Scale of the three departments, and the effectiveness of the workshop for the three departments was compared. Statistical analyses showed no interaction between time and department (p = 0.283). After the workshop, students from all three departments showed significant improvements in total scores on the Readiness for Interprofessional Learning Scale (p < 0.01) with medium to large effect sizes (r = 0.33–0.52). In the comparison between departments, there was a significant difference in the awareness levels of only medical technology and radiological science students before the workshop (p = 0.015). This study conducted case-based learning workshops with students from three departments, in which a patient’s biophysical information was conveyed between occupational practices. The workshops improved the awareness of interprofessional education in students from all departments and revealed that interprofessional education is important for healthcare professions involved in biophysical function diagnosis.

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.

Faculty members’ readiness for interprofessional education

Introduction: Healthcare is a complex system that requires collaboration across health professions. However, a plethora of reports has identified poor communication and collaboration within healthcare teams which could lead to patient safety issues. Interprofessional education (IPE) is an educational strategy to promote communication and collaboration between healthcare professionals. Despite knowing the readiness among students, opinions among faculty members regarding the need for IPE at UPH (Universitas Pelita Harapan) have yet to be examined despite the important roles of both students and faculties in developing an IPE curriculum. This study aimed to investigate the readiness among medical and nursing faculty members in establishing an IPE curriculum at UPH. Methods: This study applied a quantitative study design using the Readiness for Interprofessional Learning Scale (RIPLS) by Parsell and Bligh (1999) which was translated to Indonesian and tested for its validity and reliability. The translated RIPLS questionnaire was administered to a total of 60 participants which consisted of 30 nursing and 30 medical faculty members. Subsequently, both descriptive and Mann-Whitney statistical analyses were conducted. Results: Findings revealed a statistically significant difference between the IPE scores (RIPLS) of nursing faculties and medical faculties (U = 652, z = 3.028; p = 0.012, r = 0.390). This demonstrates that the nursing faculty members (Median 4.30) indicated a higher level of readiness or more positive attitude towards IPE compared to the medical faculty members (Median 4.07). Conclusions: This study highlights that faculty members have a positive attitude or readiness toward IPE, with nursing faculties indicating higher levels of readiness than their counterparts in the medical faculty. Further exploration using a qualitative method is also important to understand the faculty members’ readiness for IPE as well as the commitments of faculty members and leadership on delivering IPE.

Effect of introducing interprofessional education concepts on students of various healthcare disciplines: a pre-post study in the United Arab Emirates

BackgroundThe value of interprofessional education (IPE) in nurturing healthcare professionals, and in shaping their professional identities, and their attitudes towards interdisciplinary teamwork and collaboration is established in the literature. IPE is an emerging concept in the Middle East and North Africa (MENA) region and is new to the United Arab Emirates (UAE). To date, the applicability and feasibility of IPE and of the corresponding collaborative practice in MENA countries remain largely unexamined.PurposeTo investigate the effect of one of the first experiences of IPE in the UAE, which was purposefully designed in alignment with the principles of the Situated Learning Theory (SLT), on the readiness for interprofessional learning and collaboration among students of various healthcare disciplines in the UAE.MethodsA pre-post intervention quantitative research design was adopted for this study. The intervention focused on communication skills, and consisted of 2 tailor-made case-based scenarios. A total of 90 students (40 medical, 16 nursing, 16 pharmacy, and 18 physiotherapy), spread across two sessions (1 session per academic year across 2 academic years), took part in the IPE intervention. Readiness for Interprofessional Learning Scale (RIPLS) was used as the pre- and post- intervention assessments; aggregate data was analyzed using SPSS.ResultsOf those who participated in the intervention (across both rounds), 77 participants responded to the pre-assessment (85. 6%) and 84 responded to the post-assessment (93. 3%). The IPE intervention under investigation significantly increased the level of readiness to engage in cross-disciplinary learning and collaboration among participating health professions’ students. In terms of the subscales, the participants’ openness to engage in teamwork was raised and their professional identity was fostered. Yet, no statistical significance around clarity of roles and responsibilities was detected.ConclusionThe findings of this study encourage other universities in the MENA region to adopt IPE to improve future health professionals’ capacity to develop shared understanding and mutual respect within cross-disciplinary teams. This, ultimately, feeds into improved quality of care and patient outcomes.

Does Interprofessional Scenario-Based Simulation Training Change Attitudes Towards Interprofessional Learning - A Pretest-Posttest Study.

PurposeTo investigate readiness for interprofessional learning (IPL) among Norwegian health-care students at bachelor-, postgraduate- and master’s level, before and after participating in a one-day scenario-based simulation-training course.Participants and MethodsA pretest-posttest study using readiness for interprofessional learning scale (RIPLS) was conducted with bachelor nursing students (n = 123, 4th semester), postgraduate nursing students from anesthesia, operating theatre and intensive care (n = 61, 1st semester) and medical students (n = 78, 10th semester).ResultsBachelor nursing students and postgraduate nursing students scored significantly higher in the posttest on all four subscales and on the total scale. Between professions, medical students scored significantly higher on subscale 1 (teamwork and collaboration) and subscale 3 (positive professional identity) and significantly lower on subscale 4 (roles and responsibilities) in the pretest. In the posttest bachelor nursing students scored significantly higher on subscale 2 (negative professional identity) and medical students scored significantly lower on subscale 4. The internal consistency for RIPLS was acceptable, except for subscale 4.ConclusionThe study indicates readiness for IPL in our sample of Norwegian health-care students. RIPLS had the ability to measure significant changes in attitudes both within each profession and between professions.

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.

ABC's of diabetes education: An interprofessional education model

This interprofessional education (IPE) project with 29 PA, nutrition, and pharmacy students focused on the use of the Alphabet Strategy, a mnemonic containing components of diabetes management, as a tool to properly educate patients with diabetes. We utilized a three-session layout of this interprofessional project. Each session contained information about public health and how public health influences direct patient care; public health content focused on diabetes epidemiology, healthcare literacy, and selecting an appropriate checklist to optimize patient management. This IPE event taught and highlighted all four Interprofessional Education Collaborative core competencies: values and ethics, roles and responsibilities, interprofessional communication, and teams and teamwork. It also highlighted two entrustable professional activities, self-efficacy as a team-member and team approach to healthcare. Basic background information on the ABCDE model was provided, but students otherwise educated each other across the three activity sessions. We administered a pre-/post-test on diabetes disease information contained in the alphabet model, public health, and professional practice from the represented professions, which gauged the baseline knowledge and effectiveness of this activity. We administered the Readiness for Interprofessional Learning Scale (RIPLS) questionnaire before the first activity and at the conclusion of the three-part series, which gauged attitudes and beliefs about IPE. Additionally, we gathered qualitative data from students on perceptions of the IPE event series and qualitative data from the standardized patients utilized in the third session simulation. There was a statistically significant improvement in overall post-test score (p = 0.0004), diabetes knowledge (p = 0.0001), and public health knowledge (p = 0.0017). The three-part IPE series resulted in improvement in diabetes knowledge, public health knowledge, and on 9 of 19 RIPLS questions regarding IPE readiness. While no statistically significant difference in profession specific knowledge questions was identified, there was a non-statistically significant improvement in these items. This project highlights a successful model for interprofessional education on a highly prevalent disease. It significantly improved student knowledge of diabetes and public health. We believe this three-part IPE series format could be used on other clinical topics as well.