Student Perceptions Research Articles

Usage of Spaced Repetition Flashcards to Improve Educational Outcomes in Microbiology.

Introduction: Spaced repetition flashcards and other instructor-made resources are beneficial tools for students in content-dense introductory courses, particularly in the sciences. This study seeks to evaluate whether instructor-made, spaced repetition flashcards affect students' performance on the exams and their self-concept as it pertains to a newly introduced discipline (microbiology). Methods: Students enrolled in a bachelor's level introductory microbiology course utilized a spaced repetition flashcard software to scaffold their review of course material productively. Exam scores and student perceptual data from institutionally validated surveys were then compared using parametric T-testing. Results: While overall performance on the exams was unchanged (p = 0.2657), there were significant changes in student perception. Most notably, students' confidence in their ability to succeed improved (p = 0.0066), along with their belief that the course made them think like a microbiologist (p = 0.0011). They also felt that this was an effective instructional approach (p = 0.0076). Conclusion: These results suggest that students can better engage with and feel confident in understanding the material presented, even if their exam scores did not drastically improve. Further studies should evaluate how resources like the one trialed here can be implemented to improve students' self-concept and learning.

Consulting with an embedded librarian: student perceptions on the value of required research meetings.

This qualitative research project was undertaken to discover how students perceive the embedded librarian in their nursing class. The researchers determined how a required group research meeting was valued by students and whether that value warranted the necessary time and energy by an embedded librarian. Researchers conducted focus groups with twenty-three students from two different sections of the same nursing research methods undergraduate course. Students' responses to a series of five questions were recorded within Zoom and supplemented by handwritten notes. Data was coded by hand and patterns that emerged from the five focus groups were analyzed. Participants reported overall satisfaction with the embedded librarian and students felt they benefitted from the required research meeting with the librarian, which was part of the searching assignment rubric and closely tied to the assignment itself. Based on the data, a required research meeting with an embedded librarian, who is familiar with the course assignments, reinforces classroom instruction, point-of-need assistance with search strategies, and the opportunity to strengthen the relationship with the librarian for future research needs.

Improving learning experience through implementing standardized team-based learning process in undergraduate medical education

IntroductionTeam-Based Learning (TBL) is a highly structured active learning methodology shown to have positive learning outcomes in undergraduate medical education (UME). While many medical schools have increasingly adopted TBL, there is considerable variation reported in the literature in the implementation of the standard sequence and key components of TBL. The extent to which this variation affects the benefits of TBL is not well understood. This study aims to assess the impact of implementing the standardized framework of the TBL process on student perception of the benefits of TBL.MethodsFaculty at our institute were surveyed to determine the frequency of implementation of TBL standards, as described in the literature. Second-year osteopathic medical students (OMS II) were surveyed for their perception of the experience of TBL at the beginning of the academic year. Curricular interventions targeting the enforcement of the standard steps and key components of TBL were implemented in a particular 6-week system course. The students were re-surveyed at the end of the course. Descriptive and thematic analyses were performed on quantitative and qualitative data.ResultsTwenty four of 31 (77.4%) faculty participated in the faculty survey, 53 of 105 OMS II students (50.4%) participated in the pre-intervention survey, and 72 of 104 OMS II students (69.2%) participated in the post-intervention survey. Faculty survey results indicated inconsistent implementation of key steps and components of the TBL process. Comparisons of student pre- and post-survey means of the perceived value of various aspects of TBL showed significant improvement in multiple aspects of the TBL process, including readiness assurance tests, immediate feedback, and application activities. Both before and after the intervention, students highly rated the value of teamwork and opportunities for practical application of concepts within TBL.ConclusionWhile medical students value teamwork in UME and professional development, their perception of TBL can be less than positive if not conducted deliberatively. Assessment of the implementation of the standard TBL steps and components and development of corresponding targeted interventions may improve the TBL experience of medical students. Our process could be generalized to help educators interested in improving TBL in their home institutes.

From Song to Loyalty: How the Anthem of Universitas Trunojoyo Madura Enhances Student Engagement and Strengthens Institutional Bonds

University anthems, as key elements in shaping the identity of higher education institutions, reflect the values and history of the university and enhance a sense of community. This study focuses on how the integration of traditional Madurese elements in the anthem of Universitas Trunojoyo Madura influences student identity and engagement. The knowledge gap lies in the actual influence of traditional music in enhancing student engagement and loyalty. A qualitative methodology was employed, involving in-depth interviews and lyrical content analysis of the anthem to uncover student perceptions. The primary findings suggest that the use of traditional Madurese music elements enhances student pride and engagement, strengthens institutional identity, and reinforces community bonds. The implications of these findings affirm the crucial role of arts and literature in facilitating social and communal engagement in academic settings, providing new insights for the development of educational strategies and university policies.

Perception of Dentistry Students Regarding Virtual Classes During the COVID-19 Pandemic

The COVID-19 pandemic implied changes and challenges in university education around the world. In the area of ​​dental education, the virtual approach or virtual teaching was a challenge for both students and teachers. Although digital platforms, conferences and virtual courses have already been used in Dentistry as a complementary resource, the pandemic meant a completely virtual modality. However, teaching in virtuality is complex since the didactic and pedagogical processes are related to areas or specialties linked to the clinical part of this profession, where the virtual approach related to the restorative, rehabilitation or even surgical area, It is insufficient for the dental student to adequately develop procedural skills. The objective of this study is to know the perception of Dentistry students regarding virtual classes during the pandemic in order to know their opinion about this issue, in addition to managing the improvement of teaching methods on virtual platforms, training teachers and students in the management of information and communication technology in virtual environments. Likewise, the use of haptic simulators can be integrated with virtual reality systems, technology that is already being used in Russian universities. In addition to contributing to the development of students' learning in times of pandemic, would also allow them to acquire and develop clinical skills that are required before having contact with the patient.

Education equity. Evolutionary concept analysis

The Equity and Educational Inclusion project—Perception of High School Students at the University of Guadalajara was approved and financed in 2022. The first stage of the research was to determine through systematic mapping of educational equity whether there was an updated state-of-the-art. This exercise yielded 33 open-access articles in Spanish indexed in the Web of Science (WOS), Scopus, Scielo, and Redalyc databases that included educational equity or some of its variants in their titles. The objective of this article was to present the results obtained during the second phase of documentary research, using the scoping review and Rodgers' evolutionary concept analysis as methodological processes.The results of the literature review's systematic inductive methodologies show that seven state-of-the-art publications describe the evolution of the educational equity concept. In addition, the conceptual analysis elements were identified from the systematic extraction process to understand the context (antecedents, attributes, and consequences) in which other terms substitute for or relate to educational equity.Finally, documental research provided the basis for a robust theoretical and conceptual framework for developing the remaining stages of the origin study, concluding it successfully, and disseminating the results to the academic community

The Use of Artificial Intelligence in Teaching and Learning: Opportunities and Challenges. Students Vs Lecturers Perception

The use of AI in higher learning institutions has brought a dilemma as it was in the era of using google and Wikipedia causing a lot of academic dishonest. There are two paradigm on this, some sees as opportunity for effective learning and others sees as a challenge in the teaching and learning contributing to rote learning. The author wonders as to why should it be perceived as opportunity at the same time be seen as a challenge. The perceptions of students and lecturers towards this technological advancement is always taken as a shock at the beginning, yet can significantly influence the teaching and learning in institutions as it was in the error of the use of google search and Wikipedia. This paper explores the differing viewpoints of students and lecturers on the use of AI in higher education, by examining the opportunities, challenges, and potential impacts on teaching and learning experiences. Questionnaire and interview were used as data collection tools. The study realized that students knows the use of AI in searching information than their lecturers (72%:22%). Lecturers sees AI facilitates rote learning while students see that is an opportunity to them because the information is accessed in short time. Finally they all suggest that there should be clear policies on the use of AI in teaching and learning and having acceptable ratio of human and AI interaction in the teaching and learning. The study concludes by calling upon in-service training to lecturers and other education stakeholders to have proper use of AI for effective teaching and learning.

Nursing students’ perception and attitudes toward utilization of artificial intelligence in health care

The study aimed to evaluate the nursing students’ perception and attitudes toward utilization of Artificial Intelligence in Health care. Descriptive research design. The study was conducted at Vision Medical College, Jeddah. KSA. Two hundred and six students registered in the nursing program were included in the study by using convenience sampling. Three tools were used for data collection, Self-Administered questionnaire, Covered student nurses' demographic characteristics, Perception toward Artificial Intelligence Questionnaire and Students’ attitudes towards Artificial Intelligence Questionnaire. The majority of participants responded that they are familiar with Artificial Intelligence 79.6%, there was a significant positive correlation between student nurse’ demographic characteristics (Living Location, education, Self-Assessment of Technological Competence and Familiarity with Artificial Intelligence) and their attitudes toward using the artificial intelligence. The mean score of the attitude scale was (M= 3.29, SD = 0.76), while the mean scale score of the perception scale was (M= 3.43, SD = 0.69). Likewise, a significant positive association was observed between perception of students and their attitudes towards artificial intelligence (β = 0.855, p < 0.001). The current study revealed that the students most likely held positive attitudes towards AI utilization and had a favorable perception toward utilization of artificial intelligence in health care. Integration of artificial intelligence technology and their utilization in nursing practice as a partner for improving patient outcomes in the health care field.

The role of person-related factors and acoustic parameters on students' perception: a pilot study

Classrooms are dynamic spaces where the sound environment not only influences the comprehension of the teacher's message but also shapes the social and emotional atmosphere within the class. This pilot study investigates the sound perception of students within classrooms, considering both person-related and acoustic objective factors as predictors. Thirty-four students from two grade-four classes of a primary school in Pavia, Italy, participated in this study, completing a questionnaire assessing the perceived pleasantness, arousal and loudness within the classroom. Person-related factors such as noise sensitivity, working memory, theory of mind, and language skills were also evaluated separately. Sound levels in occupied conditions were monitored and processed using Gaussian Mixture Models to separate teacher speech levels from students' activity. Additionally, acoustic parameters including reverberation time and clarity were measured in unoccupied conditions. Person-related factors were analysed in relation to subjective evaluations, considering the potential mediating effect of the classroom sound environment. The results of this study will offer insights into the complex interplay between person-related characteristics and the sound environment, shedding light on factors beyond noise interferences that impact students' subjective perception in educational settings.

Qualitative Exploration of Experiences of Mental Illness and Stigma Management Strategies Among University Students in Lahore

Current literature on student mental health offers ample evidence of a worldwide increase in the prevalence of mental health issues among university students. However, there is limited literature from a social constructionist approach within Pakistan examining the student perception of mental illness, stigma, stigma management, and barriers to help-seeking. This study attempts to bridge the gap by conducting a descriptive qualitative study using the social constructionist framework to understand the perception of mental illness and its corresponding stigma in a fluid, non-canonical fashion. Semi-structured interviews with 11 university students reveal the personalized meanings given to the critical terms within the study. Intersectional dimensions of gender, class, and level of education are extensively explored, considering the student’s perceptions. The reflexive thematic analysis identifies perceived determinants of mental illnesses, the perceived relationship between mental illness and stigma, stigma management strategies employed by respondents, and perceived coping mechanisms. In Pakistan, where mental illness is not only prevalent but highly stigmatized, this research hopes to be a valuable addition to scholarly research on mental health and illness among young people in higher education institutes.

Marketing Practices of a Private Higher Education Institution in the Philippines

In the competitive landscape of higher education, effective marketing practices are essential for institutions aiming to enhance student satisfaction, attract and retain students and secure long-term sustainability. This study evaluated the marketing practices of a private higher education institution in the Philippines, focusing on the perspectives of its personnel and students. Using the Segmentation, Targeting, and Positioning (STP) model, the research assessed various areas of marketing practices, such as target markets, marketing goals, promotions, and marketing initiatives. Using descriptive-quantitative design utilizing a researcher-structured questionnaire, the study involved a sample of 140 students and 22 personnel. The findings highlight a moderate extent of effective market targeting, strategic alignment of marketing goals and promotions, and relevant employment of marketing initiatives, with the perceptions of personnel and students having no significant differences. Key areas identified for improvement include enhancing personalized marketing approaches, strengthening integrated planning and communication, and refining promotional efforts to better align with students’ needs and expectations. Based on these findings, the study suggests comprehensive marketing strategies to improve current practices. This provides actionable insights for educational institutions seeking to optimize their marketing strategies in a rapidly evolving educational environment.

Learning (semi-)technical music words with mobile dictionary and/or machine-translation apps: performances and perceptions

This article examines the use of mobile dictionary and/or machine-translation (MT) apps to facilitate the learning of (semi-)technical music words. A total of 93 Chinese students were randomly assigned into three groups (31 each): the Dictionary Group, the MT Group, and the Dictionary + MT Group. They translated sentences containing the target semi-technical or technical words with the help of mobile dictionary or MT apps or both. It was found that the Dictionary Group had the best retention rates of semi-technical and technical words; the Dictionary + MT Group was in-between; and the MT Group had the worst retention rates. Analysis of dictionary look-up behaviors further showed that the Dictionary Group looked up twice as many (semi-)technical words as the Dictionary + MT Group. These findings are explained from the perspective of Cognitive Load Theory to show how the Dictionary Group had the best level of mental resources germane to vocabulary learning. Despite the inter-group differences of retention rates, perception surveys showed that the groups did not differ in their attitudes towards the dictionary or MT apps, suggesting that student performances and perceptions were misaligned. Based on the research findings, the article offers pedagogical implications for mobile-assisted learning of specialized words.

Classroom Climate, Teacher Support and Self-Agency: Perceptions of Students with and without Disabilities

ABSTRACT This study investigated perceptions of classroom climate, the physical environment, and self-agency of students with and without disabilities. Participants were 868 high school students from four mixed-sex day schools and 1 same-sex boarding school in Western Kenya. Of the 868 participants, 431 had disabilities. Participants completed a questionnaire on classroom climate and self-agency. Overall, results showed that even though students perceived their classroom climate to be high in competition and difficulty, they were satisfied with their learning environments and regarded their teachers as being supportive. Friction was low and self-agency was moderate. ANOVA results revealed that there were no statistically significant differences between those with and without disabilities ( F 1 , 862 = 0.69 , p = 0.41 ). MANOVA results for disability status was statistically significant with respect to the classroom climate subscales ( F 6 , 857 = 2.22 , p = 0.04 ). Discriminant analysis structure coefficients identified friction, competition, and cohesion as the primary drivers of this significant result. Group means reveal students identified with a disability had a higher mean for friction, and lower means for cohesion and competition. Self-agency was positively correlated with satisfaction, cohesiveness, competition, and teacher support, and negatively correlated with friction and difficulty. These findings suggest that teacher support plays a significant role in student satisfaction, cohesion, and self-agency, regardless of disability.

Medical students’ perception on their educational environment by using Dundee Ready Educational Environment Measure at a Malaysian medical school

Background Optimal educational environment in medical school has been shown to have desirable effects on medical students. In providing this environment, the input from medical students is proven to be a necessity. Objectives: The objective of this study is to obtain the perception of preclinical and clinical students on their current educational environment. Methods A cross-sectional study using self-administered Dundee Ready Education Environment Measure (DREEM) questionnaire was conducted among medical students in UiTM to measure their perception on educational environment. DREEM consisted of 50 items grouped into five subscales which addressed different aspects of educational environment: students’ perception of learning (SPoL), teachers (SPoT), atmosphere (SPoA), academic self-perception (SASP) and social self-perception (SSSP). Results A total of 894 out of 1165 students completed the questionnaire. The overall mean score of DREEM was described as more positive than negative (mean score: 131.81/200), with significant difference between pre-clinical and clinical students in SPoL and SSSP subscales. SPoL was interpreted as having a more positive perception (mean score: 33.06/48), SPoT as moving in the right direction (mean score: 30.11/44), SASP as feeling more on the positive side (mean score: 20.75/32), SPoA as having a more positive attitude (mean score: 30.72/58, and SSSP as not too bad (mean score: 17.17/28). Educators were perceived as being knowledgeable, encouraging students to participate, and wellprepared for class. Students also perceived that they have good friends, learnt a lot on empathy and the knowledge taught was relevant for future career. All students perceived that educators were authoritarian, overemphasized on factual learning, and they were unable to memorise all. Clinical students viewed educators to be angry in class, too tired to enjoy the course, stressful and lonely. Conclusion In conclusion, the educational environment was viewed positively by the students with clinical students having more areas of concern when compared to pre-clinical students. Bangladesh Journal of Medical Science Vol. 23 No. 04 October’24 Page : 1168-1177

Script Concordance Test in Physiology: Preparation, Scoring, and Student Perceptions – A Mixed Method Study

Background: Although the curriculum has changed, assessment tools are not in alignment with the new types of teaching such as early clinical exposure (ECE) and self-directed learning. Both in summative and formative assessment most commonly used tools for assessment of cognitive domain are written formats including MCQ. However, these assessment tools such as MCQ and written essays cannot assess the higher order thinking skills and clinical reasoning skills. Materials and Methods: The present study was conducted in the department of physiology, in collaboration with medical simulation center, as a part of formative assessment for topics on pathophysiology of shock and obstructive and restrictive lung disorders taught during ECE using case scenarios. Two script concordance tests (SCTs) each on the topic of pathophysiological mechanism of different types of shock and obstructive and restrictive lung disorders each were prepared and administered to the students. Student perception to this assessment tools was obtained. Results: The Cronbach’s alpha of the 6-item SCT for respiratory and cardiovascular topic administered to the students (n = 107, 98) was 0.83 and 0.82, respectively. The inter-item correlation was respiratory and cardiovascular topic for 0.71, 0.69 suggesting that they are close and repetitive. Students were of the opinion that SCT are difficult to understand (75.8%), challenging to answer (47.2%), and it tested the clinical content better (71.4%). Conclusions: In our study, students felt though SCT tested the clinical content better when compared to conventionally used MCQ, they still find it challenging to understand and are not in favor of its use in summative and formative assessments.

Perception And Attitude Of Undergraduate Medical Students Towards Rural Health Services – A Cross Sectional Study

Introduction: Medical students are under immense pressure and competition to advance in their career. 65% of Indian population resides in rural area and their health care needs are to taken care of. Understanding perception and attitude of undergraduate medical students towards rural health service will help in better provision of rural healthcare services. Objectives: 1) To assess the perception and attitude of medical students towards rural health services 2) To understand the factors influencing willingness and unwillingness of medical students towards serving in rural areas Material and methods: A cross-sectional study was conducted among 600 students of first, second and final MBBS studying in a private medical college in Andhra Pradesh. A predesigned semi-structured, self-administered questionnaire was used for data collection and the data was analyzed in Epi Info 7 Results: A total of 467 completed questionnaires were returned with participation rate of 78% out of which 67.9% were females and 32.1% were males. 44.3% of the respondents had a family member working in rural area. 81.4% of respondents believed that rural services should be made compulsory for doctors. 79.9% of respondents expressed willingness to work in rural areas. The commonest reason for willingness to work in rural areas was to gain experience (62.2%) while the commonest reason for unwillingness to work in rural areas was limited infrastructure (57.5%).Conclusions: Rural health services can be improved by employing young medical graduates.

Comparative Study on Giving Feedback to MBBS Students by Two Different Techniques in Biochemistry in a Medical College in North India

Background: Delivering feedback to students who have just joined a new course is relevant for it may help them to understand their subject better and hence enhance their performance. Aim: The present study aimed to provide feedback to students using two different techniques: the sandwich method and the Ask-Tell-Ask method. It also evaluated students’ perceptions of the feedback and assessed the quality of the feedback provided. Materials and Methods: The present study was a prospective randomized study conducted in the department of biochemistry with 1st-year MBBS students from August 2022 to November 2022. Students were divided into two groups based on their midterm marks: 58 students who scored more than 50% received collective feedback, while 41 students who scored <50% received feedback individually. Results: The difference in midterm marks obtained by students of the group which was provided feedback individually compared to the other group which received collective feedback was statistically significant (P ˂ 0.000). After applying the intervention, the mean marks obtained by the group who received the individual feedback increased by 12.35 ± 17.57. This lead to a decreased difference in the mean marks between both the groups although it still remained statistically significant (P = 0.0004). However, no statistical difference has been observed in the mean increment of marks based on which faculty provided the feedback as determined by the one-way analysis of variance (P = 0.8). The perceptions of students regarding the provided feedback and the quality of the feedback taken with the help of two different questionnaires revealed that 75.5% of students felt that the feedback provided was relevant and related to the topic. The feedback was provided within 2 weeks (75.3%) of conducting the test. About 75.6% of students felt that they got motivated for working hard. About 65.9% of students feel that providing feedback should be made a norm in the institute. Conclusions: The study found that providing individual feedback increased the mean marks of students with no statistical difference in the mean increment of marks based on which faculty member provided the feedback. The students perceived the feedback as relevant, timely (provided within 2 weeks of the test), and related to their performance. They felt that the culture of delivering feedback should be made an institutional norm.

Challenges in Implementing Competency-based Medical Education in India – Stakeholders’ Perspective: A Mixed-method Analysis

Introduction: Competency-based Medical Education (CBME) was introduced in the year 2019 in India. It has brought about major changes in medical education. The curriculum is learner centric, outcome based, focuses on the development of core competencies and professionalism. However, many institutions have faced challenges during the implementation of the CBME curriculum. This study was aimed at assessing the challenges faced by all the stakeholders (students, faculty, and administrators) of various medical institutions and gather their insights on proposed solutions. Methodology: This cross-sectional study was conducted over a period of 3 months, from October 1, 2023, to December 31, 2023. The study was conducted in 32 medical colleges across India. A total of 60 faculty of various disciplines, 32 administrators of the institutes, and 580 undergraduate medical students were included in the study. Perception of students and faculty was collected using a validated survey form. One-on-one interview was done for all the 32 administrators using a facilitator guide. A mixed-methods approach was used for quantitative and qualitative data collection and analysis. Results: Around 40 (66.6%) faculty opined that that deficiency of trained faculty was a significant challenge in implanting CBME curriculum. Twenty (33.3%) of the faculty felt that there is a lack of adequate infrastructure required for the implementation of CBME curriculum. Among the administrators surveyed, 12 (37.5%) felt that dwindling student attendance was a major challenge, whereas 10 (31.5%) felt that there was the lack of collaboration between universities, colleges, and regulatory authorities. Four hundred and twenty-five (73.2%) of students opined that simulation-based training and 435 (75%) students opined that electives were very good initiatives by CBME curriculum. The students found the inclusion of integrated teaching, Attitude, Ethics, and Communication Module, early clinical exposure, and Family Adoption Programme in the CBME curriculum helpful. Conclusion: CBME curriculum was largely accepted across all the medical colleges. The training of faculty and administrators was considered an important challenge which needs to be considered. Students opined that the newer curricular reforms enhanced their learning.

The effectiveness of synchronous online clinics and conventional clinics among medical students: Assessing the influence of e-learning

The COVID-19 pandemic presented challenges that led to the development of on-line learning, emphasizing how important it is for students to have access to quality education. This study was conducted to compare the efficacy of synchronous on-line and conventional clinics and the perception of students. This study was conducted over 12 months from November 2020. A total of 78 Phase 4 students were divided into six batches by convenient sampling based on roll numbers; each batch was again subdivided into two: Group A received conventional clinics and Group B received on-line synchronous clinics. Postsession multiple choice questions (MCQs) were conducted immediately after the session and again 2 weeks later to avoid recall bias. Perception was analyzed by Likert scale. The unpaired t-test was utilized for normally distributed continuous data and the Mann–Whitney U test for non-normally distributed or ordinal data to conduct statistical comparisons between the two groups. The assessment of e-learning between the two groups showed no significant difference, although the online group exhibited comparatively lower recall test scores compared to their post-test scores, even if not reach statistical significance. A significantly higher proportion of students in the conventional group expressed confidence in their exam performance and believed that traditional sessions were preferable for future learning endeavors. Most medical students stated that they preferred conventional clinics over e-learning education. Students felt that there was a difference between these two teaching methods’ perceived efficacy and general attitudes.

Development of interprofessional educational module for understanding the musculoskeletal basis of sports injury

ABSTRACT Context: Interprofessional education (IPE) is crucial in promoting a better understanding of collaborative practices within the healthcare system. Unfortunately, healthcare professionals are still working in isolation. To address this issue, a study was conducted to develop a module-based teaching and learning activity focusing on sports injuries and to promote IPE. Aims: The aim of the study was to develop, implement, and evaluate an IPE module. Settings and Design: An educational mixed-method study was conducted on 25 facilitators and 108 students. Methods, Materials and Statistical Analysis: The facilitators were interviewed for an assessment of the need for the IPE module. Qualitative analysis was done on the interview data. An interprofessional team was created to develop the sports injury prevention module (SIPM). The SIPM consisting of 11 objectives was developed and validated by experts. After the implementation of SIPM students’ performance was analysed with the help of pre and post-tests. The perception of students and facilitators about IP SIPM were recorded with the help of questionnaires. Results: Need assessment data showed that the facilitators were not very familiar with the concept of IPE. There was a significant increase in students’ performance with a P value ≤ 0.05 after learning with SIPM. Both facilitators and students agreed that module-based IPE increases students’ attentiveness and learning. Conclusions: For effective interprofessional educational collaboration for training students of the healthcare profession, there is a need for an interprofessional educational module. SIPM can enhance the learning of musculoskeletal anatomy and create awareness about sports injuries among students.