Undergraduate Health Science Research Articles

A scoping review of the literature on the prevalence and correlates of anxiety and depression among undergraduate health science students

IntroductionHealth science students in post-secondary institutions experience high levels of depression and anxiety due to increased stress levels, workload, low socioeconomic status, and history of family mental illness, among other factors. Given the significant negative impact that depression and anxiety can have on undergraduate health science students, it is essential to understand the prevalence and correlation of these conditions in this population.ObjectivesThis scoping review aims to identify, document and analyze the literature on the prevalence and determinants of anxiety and depression among undergraduate health sciences students and identify gaps in knowledge for future research.MethodsThe scoping review was planned and executed by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for the Scoping Reviews statement. A comprehensive and systematic search was carried out for five databases, namely MEDLINE, Scopus, EMBASE, CINAHL and PubMed.ResultsFrom the literature identified by our search strategy, the lowest prevalence for anxiety was 5.8%, and the highest was 82.6%, with a median of 44.25%. The prevalence of depression ranged from a high of 88.8% to a low of 2.1%, with a median value of 34.8%. Our analysis revealed that correlates of anxiety and depression among health science students include sociodemographic factors such as age, sex, gender, relationships, ethnicity and family history, personal health conditions, and academic and socioeconomic issues.Image:ConclusionsWith the high incidence of anxiety and depression among health science students, there is an increasing need to find practical remedies to support these students. It is also essential for policymakers and university authorities to implement interventions such as supportive text messages and other strategies geared toward providing support and improving the psychological well-being of health science students.Disclosure of InterestNone Declared

Preparedness for infection prevention and control practice among undergraduate health sciences students: A systematic review protocol

Introduction The World Health Organization (WHO) advocates for the strengthening of education and training in infection prevention and control (IPC) in higher educational institutions (HEIs). This is fundamental to ensure health science students are confident and competent in clinical practice. Aim Explore the preparedness of undergraduate health science students for IPC practice. Search strategy The PubMed, Cumulative Index to Nursing and Allied Health Literature, EMBASE, ProQuest, Scopus, Web of Science, ClinicalKey, and Google Scholar databases and grey literature will be searched for relevant articles. Inclusion criteria Quantitative, and mixed methods studies on teaching and learning, technological methods, strengths and limitations, and challenges of IPC practice in HEI undergraduate curricula. Participant characteristics Undergraduate health science students including medical, nursing, pharmacy, dental, physiotherapy, radiology, medical imaging, and paramedicine. Setting and time frame Studies published anywhere in the world, in English, and from 2010 to 2023. Search terms Preparedness, health science students, infection prevention and control, technology, higher education institutions. Data extraction The data extracted will be recorded on a data extraction form. Assessment of risk of bias This will be conducted according to the criteria outlined in the Cochrane Handbook for Systematic Reviews of Interventions. Ethics and dissemination No ethical approval was required for this protocol. Interim findings will be presented at relevant local and international conferences and a manuscript will be published in a peer reviewed journal. Discussion This systematic review will provide a baseline for recommendations for developing innovative ways to improve IPC teaching and learning in HEI.

Recognizing Stereotypes and Their Impact on Health: A Transformative Learning Activity for Undergraduate Health Science Students

Stereotypes are simplified generalizations that act as mental shortcuts which help us understand the world. However, these oversimplifications fail to capture the diversity within groups and communities. This is particularly adverse in healthcare settings as stereotypes are cognitive frameworks from which implicit biases emerge—affecting how individuals and groups are perceived, evaluated, and treated. Specifically, stereotypes linked to race, ethnicity, gender, and sexuality exert profound and detrimental influence on healthcare access, quality, and decision-making for marginalized populations. Thus, recognizing and understanding stereotypes are crucial for combatting health disparities prevalent in our society. Accordingly, it is essential that students receive instruction and training that allows them to understand the impact of stereotypes, acknowledge implicit biases, and advocate for equitable and unbiased healthcare for all. Health science instructors can facilitate this growth through the implementation of transformative education and learning. Transformative education is an approach to learning that aims to create profound personal and societal changes by fostering critical thinking, self-awareness, and social responsibility. The transformative learning activity presented in this manuscript seeks to enhance students’ understanding of stereotypes’ role in perpetuating health disparities and their impact on marginalized communities. By fostering critical reflection, open dialog, and collaborative problem-solving, the activity equips students to comprehend the multifaceted dimensions of stereotypes in healthcare and prepares them to address the challenges of an increasingly diverse and socially complex world. Through transformative education, students are nurtured to become competent healthcare professionals who champion equitable and unbiased care and bridge understanding and empathy across communities.

An early-curricular team learning activity to foster integration of biochemical concepts and clinical sciences in undergraduate medical education.

The ability to connect key concepts of biochemistry with clinical presentations is essential for the development of clinical reasoning skills and adaptive expertise in medical trainees. To support the integration of foundational and clinical sciences in our undergraduate health science curricula, we developed a small group active learning exercise during which interprofessional groups of students use clinical cases to explore the biochemistry, diagnostic strategy, and evidence-based treatment options of inborn errors of metabolism (IEM). We designed multistage learning modules consisting of (1.) low-fidelity case simulations of pediatric patients presenting with IEMs, (2.) guided group discussions on clinical biochemistry, differential diagnoses, and diagnostic strategies, (3.) oral presentations of clinical reasoning strategies, and (4.) discussion of relevant evidence-based medicine topics related to the cases. These modules Scientific Knowledge Integrated in Patient Presentations (SKIPPs) were added to a first-semester foundational sciences course serving five health professions programs. The assessment of learning outcomes by students and faculty shows that SKIPPs sessions are well-received activities that significantly improve trainees' ability to integrate foundational science concepts into clinical scenarios, to practice interprofessional teamwork and to develop clinical reasoning skills.

Cross-sectional survey of health literacy among health science students in Singapore.

Health literacy proficiency is essential for health care professionals to provide quality patient care. There is limited research exploring health literacy proficiency among undergraduate health science students. To determine health literacy among health science students in Singapore using the electronic Health Literacy Questionnaire (HLQ). A cross-sectional survey using purposive sampling was conducted among undergraduate health science students. This study hypothesises that health literacy is influenced by gender, and it increases with the level of health science education, attributed to the increased exposure to the health care system and health care education as undergraduates progress through the years of study. Eligible students from the 4-year entry-level programmes of diagnostic radiography, dietetics, occupational therapy, physiotherapy, radiation therapy and speech and language therapy, aged from 21 to 50, were invited. Exclusion criteria were students who were no longer studying due to dropping out or having immediately graduated from these programmes and students in the accelerated programmes whose studies would be completed in less than 4 years. In total, 111 respondents (72 females and 37 males) completed surveys (response rate, 7.7%) returned from physiotherapy (n = 69), occupational therapy (n = 25), diagnostic radiography (n = 12) and dietetics (n = 5), with nil from radiation therapy and speech and language therapy. All participants were English literate. Female participants demonstrated higher HLQ with a mean total score of 30.67 (standard deviation (SD) = 0.61) versus male participants 29.83 (SD = 0.53). Year 2, 3 and 4 students generally scored higher than Year 1 across all nine HLQ scales. Overall, dietetics students had the highest total score on the HLQ, while the diagnostic radiography students had the lowest scores for all the nine HLQ scales. This study established the health literacy level of health science students in Singapore. Gender and years of study influenced health literacy levels, supporting the hypothesis.

Knowledge and awareness level of health undergraduate students on child abuse: a cross-sectional study.

The aim of the study was to investigate the level of knowledge of symptoms and risks of child abuse among undergraduate health science students according to their socio-demographic characteristics. This is a cross-sectional study involving 485 student volunteers. The data collection tools used in the study were the Demographic Data Collection Form and the Scale for Diagnosing Symptoms and Risks of Child Abuse and Neglect. It was found that health students' knowledge of the symptoms and risks of child abuse was moderate. It was also found that knowledge of diagnosing the symptoms and risks of child abuse was higher among women than among men, higher among those who had received education on child abuse, and increased with grade level. Child abuse is an important public health issue, and there is a need to raise awareness of this issue among health students.

Academic Procrastination and its Association with Academic Achievement among Undergraduate Health Sciences’ Students

Background: Academic procrastination is the postponement of educational activities. Most university students try to keep themselves away from academic activities which might lead to procrastination and unsatisfactory performance. Objective: To assess the level of academic procrastination and its association with academic performance and the demographic characteristics of undergraduate students. Methods: This cross-sectional analytical study using a convenient sampling technique was conducted on 250 health sciences undergraduate students at Sohail University, Karachi, Pakistan from August to October 2022. Ethical approval and data collection permission were obtained. The Procrastination Assessment Scale for Students was used to gather data. The SPSS version-24 was used for statistical analysis. Simple descriptive statistics, spearman’s rank order correlation coefficient tests and independent sample t-test was applied. Results: Mostly participants (53.6%) were female, 93.2% were single, and 46 % in the generic nursing program and 54% were in 3rd & 4th year. Students’ academic performance was insignificant with all the domains except writing a term (p-value 0.22, 0.5, 0.26, 0.37, 0.31 and 0.041 respectively). A significant relationship of students’ gender, education level and study program with academic procrastination was found (p-value 0.004, 0.021 and 0.002 respectively). Bachelor of Science in Nursing (BSN) and Pharm-D programs did not show as much procrastination as compared to Doctor of Physical Therapy (DPT) program (p-value 0.021). Conclusion: This study showed the considerable behaviour of procrastination among undergraduates. There was a significant association between writing a paper and academic achievement. In addition, academic procrastination was significantly associated with gender and the enrolled program of the participants.

Resilience of undergraduate health sciences students during COVID-19: An integrative review.

COVID-19 pandemic placed pressure on global health systems, healthcare providers and undergraduate students in health sciences. Students experienced change in the teaching and learning as well as the clinical context resulting in increased stress levels. Resilience assisted students to adapt and develop competencies and effective coping mechanisms. The purpose of this integrative review is to identify resilience of undergraduate students in health sciences during the COVID-19 pandemic. Online platforms. An integrative review was conducted with keywords: resilience, undergraduate students, health sciences and COVID-19. Three different searches were conducted for the time frame 2020-2022 on the relevant electronic data bases with full text articles. A total of 1665 records were identified and 49 potentially relevant articles were identified. Screening resulted in 34 articles that were analysed using the John Hopkins critical appraisal criteria. Four themes were identified: attributes of students' resilience, aspects enhancing the development of resilience, aspects hindering the development of resilience and recommendations to cultivate resilience. Resilience is key to withstand the challenges in the global health system. The development of resilience in undergraduate health sciences students should be prioritised to ensure cognitive adaptability, effective coping skills and sufficient support. These findings can assist higher educational institutions to improve their undergraduate health science programs to cultivate resilient health care professionals.

Depression and Anxiety among Undergraduate Health Science Students: A Scoping Review of the Literature.

Background: Health science students in post-secondary institutions experience high levels of depression and anxiety due to increased stress levels, workload, low socioeconomic status, and history of family mental illness, among other factors. Given the significant negative impact that depression and anxiety can have on undergraduate health science students, it is essential to understand the prevalence and correlation of these conditions in this population. In light of this, this scoping review aims to identify, document, and analyze the literature on the prevalence and determinants of anxiety and depression among undergraduate health sciences students and identify gaps in knowledge for future research. Methods: This scoping review was planned and executed using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for the Scoping Reviews statement. A comprehensive and systematic search was carried out for five databases, namely MEDLINE, Scopus, EMBASE, CINAHL, and PubMed. Results: From the literature identified by our search strategy, the lowest prevalence for anxiety was 5.8%, and the highest was 82.6%, with a median of 44.25%. The prevalence of depression ranged from a high of 88.8% to a low of 2.1%, with a median value of 34.8%. Our analysis revealed that correlates of anxiety and depression among health science students include sociodemographic factors such as age, sex, gender, relationships, ethnicity, and family history, personal health conditions, and academic and socioeconomic issues. Conclusions: With the high incidence of anxiety and depression among health science students, there is an increasing need to find practical remedies to support these students. It is also essential for policymakers and university authorities to implement interventions such as supportive text messages and other strategies geared toward providing support and improving the psychological well-being of health science students.

Knowledge, attitude, and perceptions of healthcare professionals towards complementary and alternative medicine: a cross-sectional survey from twin cities of Pakistan

BackgroundThe growing popularity and use of complementary and alternative medicine (CAM) products among the general public worldwide has been well documented. This study aimed to investigate the knowledge, attitude, and perceptions (KAP) of Pakistani healthcare professionals (HCP) toward CAM and to document their views on integrating CAM education with the curriculum of undergraduate health science programs.MethodA cross-sectional study using simple random sampling was conducted for a duration of ten months among HCPs from Pakistan’s twin cities: Islamabad and RawalpindiThe data were collected using a self-administered and validated (Cronbach’s alpha: 0.71) questionnaire. This questionnaire consisted of five sections, namely; demographic, attitude, perception, integration and knowledge.ResultThe response rate was 91.20% (500/456). The participants included 160 physicians, 155 nurses,and 141 pharmacists. The majority of the respondents were females, 67.50%, and unmarried (60.50%).The majority of HCPs participating in this study agreed that CAM modalities may benefit conventional medicine system. Likewise, most HCPs perceived different CAM therapies aseffective treatment options. More than 50% HCPs suggested CAM elective courses in the curriculum of the health sciences program.Overall, 79.17% of the HCPs have poor knowledge of CAM. Physicians have the highest knowledge score 25.63%, followed by pharmacists 21.99%, and nurses 12.26%. Knowledge status was significantly associated with age, profession, and experience of practice (p = 0.001,0.001 & 0.019).ConclusionThis study revealed that despite the overall positive attitude of HCPs toward CAM, the score of knowledge is low. Therefore, the survey recommends evidence-based guidelines for the rationale use of CAM and updated syllabi of undergraduate health programs which will assist the future HCPs in increasing professionals’ knowledge toachieve better health outcomes for the general public.

USING A MIDTERM WARNING SYSTEM TO IMPROVE STUDENT PERFORMANCE AND ENGAGEMENT IN AN INTRODUCTORY STATISTICS COURSE: A RANDOMIZED CONTROLLED TRIAL

This article reports on an evaluation the effectiveness of e-mailed grade “nudges” on students’ performance and engagement in an introductory statistics course for undergraduate health science students. In 2020–2021, 358 students were randomized to an e-mail (n = 178) or no e-mail (n = 180) group. The intervention e-mail contained information on each student’s predicted final grade (grade nudge). Using two-sample t-tests, the statistical analysis of final grades in the course showed a higher compatibility with a model of no mean difference for students in the e-mail (73.5%) vs. no e-mail (72.1%) group. Comparison of the distributions of final grades between the two groups, however, suggested the e-mailed nudges may be related to slight improvements in final grades. Specifically, the median final grade was higher in the e-mail group (74.6 vs. 72.4); the Q1 value in the e-mail group was also higher, and the interquartile range was similar: no e-mail group (15.8) vs. e-mail group (14.2). Students also completed the Scale of Student Engagement in Statistics (SSE-S). Total engagement, affective and cognitive subscale scores of the SSE-S were higher in the e-mail group, resulting in low compatibility with a model of no difference in engagement scores. Overall, the results showed there is potential for our midterm warning system to be used to improve outcomes, particularly given that it is simple to implement, cost-effective, and easily scalable.

Effect of Nutrition Education on Health Science University Students to Improve Cardiometabolic Profile and Inflammatory Status.

The inadequate lifestyle associated with university life may have a negative impact on various cardiometabolic factors. The aim of this study was to evaluate the effect of a one-year nutrition education course on cardiometabolic parameters in undergraduate health science students. During the 2021-22 academic year, 1.30 h nutrition sessions were conducted twice a week. Capillary blood samples were collected and centrifuged to measure cardiometabolic and inflammatory biomarkers in serum. The sample studied consisted of 49 students: 20.4% male and 79.6% female. The nutritional intervention resulted in changes in dietary patterns, with increased consumption of vegetables, nuts and legumes. After the course, females showed an increase in HDL-cholesterol levels (p = 0.007) and no change in LDL-cholesterol levels (p = 0.189). On the other hand, males showed significant changes in HDL-cholesterol (p = 0.001) and LDL-cholesterol (p = 0.043) levels. The atherogenic index was also significantly reduced (p < 0.001) in both males (p = 0.009) and females (p = 0.002). Differences were also observed in the increase in vitamin D levels in both males and females, although the magnitude of the increase was greater in the men (Δ = 7.94, p = 0.016 in men vs. Δ = 4.96, p = 0.001 in women). The monocyte-to-HDL ratio (MHR) showed a significant reduction, although these differences were only significant in males. Students with low vitamin D levels had higher LDL-cholesterol values (p = 0.01) and atherogenic index (p = 0.029). Adjusted linear regression analysis showed a significant association between post-course vitamin D MHR (β = -0.42, IC: -0.29, -0.06, p < 0.01). These findings suggest the importance of including nutrition education programs during the university stage for the prevention of long-term health problems.

The lockdown experience scale for students (LESS)

BackgroundThe Covid-19 pandemic has resulted in many student populations learning online in lockdown. While the mental health consequences of lockdown are increasingly understood, the core features of ‘cabin fever’ – the experience of lockdown – are poorly described.MethodsWe conducted a questionnaire survey of 649 undergraduate medicine and health sciences students. Item content was developed based on current literature and input from student representatives.ResultsMokken scaling identified seven questions that together formed a strongly unidimensional scale which comprised two domains: social isolation/cabin fever and demotivation / demoralisation. Scale scores were significantly associated with depression, self-rated mental health, impaired study efficacy and doomscrolling.ConclusionsThe adverse effects of lockdown on student wellbeing appear to be driven to an important extent by an experience of isolation and demotivation that corresponds to narrative descriptions of cabin fever. In the foreseeable event of future pandemics, these experiences are a promising target for health promotion in students studying in lockdown.

Mental Health of Undergraduate Health Science Students during and after the COVID-19 Lockdown

Mental Health of Undergraduate Health Science Students during and after the COVID-19 Lockdown

Knowledge, Attitude and Perception of Undergraduate Health Sciences students on Pharmacovigilance: A Cross-Sectional Study in Nepal

Knowledge, Attitude and Perception of Undergraduate Health Sciences students on Pharmacovigilance: A Cross-Sectional Study in Nepal

A physical neuroscience-themed escape room: Design, implementation, and students’ perceptions

AbstractTeaching soft skills like team dynamics and critical thinking in content-heavy higher education curriculum can be challenging. Employing educational escape rooms is a novel game-based learning strategy in various disciplines, including health sciences. Escape rooms provide the opportunity for a group to work together as they solve puzzles within a limited time. The skills harnessed and developed within the game by participants are parallel to these soft skills. The present study sought to design a neuroscience-themed physical escape room for the purpose of soft skills development and obtain feedback from undergraduate biomedical or health science students following the completion of the room. Likert-type scale statements in the feedback survey regarding the enjoyability, teamwork development and critical thinking within the game scored positively. Unsurprisingly, the recurring positive theme in the qualitative responses collected revolved around how participants found the activity fun and how it encouraged them to think critically. The present findings suggest that this escape room can in a brief period encourage students to employ communication and teamwork skills and naturally comes with an element of fun, making the experience memorable and engaging.

Problematic Internet Use in Undergraduate Health Science Students at a Remote Place of Nepal: a Cross-Sectional Study

Background: Problematic internet use (PIU) is a growing concern among teenage and college students. Excessive internet use has detrimental effects on physical and mental health. This study aims to assess the computer usage pattern and calculate the frequency of PIU in undergraduate health science students at Karnali Academy of Health Sciences, Jumla, a remote place of Nepal. Methods: A cross-sectional questionnaire-based study was conducted from October to November 2022. Data were collected from all the undergraduate students who consented to participate. The questionnaire included students’ computer-related behaviours. PIU was defined as a score of 42 or above on the PIU questionnaire. Data were analyzed by descriptive and analytical statistics, keeping p value &lt;0.05 as significant. Results: Among 127 students, majority used smartphones and laptops, primarily for social media. The mean duration of internet use was 6.09±2.63 years, with an average daily use of 2.54±2.05 hours on weekdays and 3.88±2.2 hours on weekends. The prevalence of PIU among the participants was 43.3%, which was not significantly different by gender (p=0.094). The PIU score was positively correlated with annual income of family, years of internet use, and daily screen and internet use time (p&lt;0.05). Conclusion: PIU is prevalent among undergraduate health science students at Karnali Academy. The findings emphasize the need for awareness, guidance, and proper planning to promote healthy internet usage habits among students. Educational institutions should play an active role in implementing strategies to address PIU and support students for a healthy internet use.

Designing Implementation Strategies for the Inclusion of Lesbian, Gay, Bisexual, Transgender, Intersex, Queer, and Allied and Key Populations' Content in Undergraduate Nursing Curricula in KwaZulu-Natal, South Africa: Protocol for a Multimethods Research Project.

Lesbian, gay, bisexual, transgender, intersex, queer, and allied (LGBTQIA+) individuals encounter challenges with access and engagement with health services. Studies have reported that LGBTQIA+ individuals experience stigma, discrimination, and health workers' microaggression when accessing health care. Compelling evidence suggests that the LGBTQIA+ community faces disproportionate rates of HIV infection, mental health disorders, substance abuse, and other noncommunicable diseases. The South African National Strategic Plan for HIV or AIDS, tuberculosis, and sexually transmitted infections, 2023-2028 recognizes the need for providing affirming LGBTQIA+ health care as part of the country's HIV or AIDS response strategy. However, current anecdotal evidence suggests paucity of LGBTQIA+ and key populations' health content in the undergraduate health science curricula in South Africa. Moreover, literature reveals a general lack of health worker training regarding the health needs of LGBTQIA+ persons and other key populations such as sex workers, people who inject drugs, and men who have sex with men. This study aimed to describe the design of a project that aims at facilitating the inclusion of health content related to the LGBTQIA+ community and other key populations in the undergraduate nursing curricula of KwaZulu-Natal, South Africa. A multimethods design encompassing collection of primary and secondary data using multiple qualitative designs and quantitative approaches will be used to generate evidence that will inform the co-design, testing, and scale-up of strategies to facilitate the inclusion of LGBTQIA+ and key populations content in the undergraduate nursing curricula in KwaZulu-Natal, South Africa. Data will be collected using a combination of convenience, purposive, and snowball sampling techniques from LGBTQIA+ persons; academic staff; undergraduate nursing students; and other key populations. Primary data will be collected through individual in-depth interviews, focus groups discussions, and surveys guided by semistructured and structured data collection tools. Data collection and analysis will be an iterative process guided by the respective research design to be adopted. The continuous quality improvement process to be adopted during data gathering and analysis will ensure contextual relevance and sustainability of the resultant co-designed strategies that are to be scaled up as part of the overarching objective of this study. The proposed study is designed in response to recent contextual empirical evidence highlighting the multiplicity of health challenges experienced by LGBTQIA+ individuals and key populations in relation to health service delivery and access to health care. The potential findings of the study may be appropriate for contributing to the education of nurses as one of the means to ameliorate these problems. Data collection is anticipated to commence in June 2024. This research has potential implications for nursing education in South Africa and worldwide as it addresses up-to-date problems in the nursing discipline as it pertains to undergraduate students' preparedness for addressing the unique needs and challenges of the LGBTQIA+ community and other key populations. PRR1-10.2196/52250.

Integrating digital literacies and scientific communication in a multimedia anatomy group assignment to advance contextual learning.

Anatomists are facing a new generation of learners who will study and work in a technology-rich environment. Indeed, digital technologies are tremendously changing how information and knowledge are communicated and retrieved. However, it remains unclear whether an anatomy assessment can be designed to promote contextual learning through integrating a digital communication strategy. To investigate this, assessment methods were diversified in the first-year neuroanatomy and third-year regional anatomy curricula through implementing a multimedia human anatomy group assignment integrating digital literacies and scientific communication. Through completing this multimedia assignment, students demonstrated their anatomy knowledge transfer using a range of approaches. The main mode of presentations chosen in the two anatomy units were non-animated video presentations (~50%), animated video presentations (~30%), storyboards (~10%), podcasts (~3%), and filmed videos (~3%). A 5-point Likert scale learning and teaching survey was conducted for a total of 195 undergraduate health science students to evaluate students' perception of this group assignment. The majority of students (70-80%) strongly agreed or agreed that the multimedia group assignment helped their teamwork skills. Students who produced animated videos significantly outperformed those who adopted the non-animated presentations during the end-of-semester theory examination (p < 0.05). This study demonstrates that an anatomy group assignment integrating digital literacy and scientific communication is an effective assessment strategy associated with a positive learning experience and outcome. This inquiry-based assignment promotes learning through assessment, allowing students to not only consolidate and extend anatomy knowledge but also developing effective digital communication skills, providing new insights into non-didactic anatomy assessments.

Readiness for interprofessional learning among health science students: a cross-sectional Q-methodology and likert-based study

BackgroundInterprofessional education (IPE) prepares healthcare students for collaboration in clinical practice, but the effectiveness of this teaching method depends on students’ readiness for and perceptions of IPE. Evaluating students’ readiness for and perceptions of IPE is challenging, due to the lack of comprehensive measures. This study characterized the level of IPE readiness and perspectives across first-year undergraduate and graduate health science students using the readiness for interprofessional learning Likert Scale (RIPLS) and Q-methodologies.MethodsThis is a cross-sectional, online study. Students were randomized to answer the Likert-scale version of RIPLS (80%) or a matched Q-methodology survey (20%). An ANCOVA compared RIPLS scores between students from different program levels (graduate/undergraduate) and specialization (health professional and general programs). The Q-data was analysed using a by-person factor analysis.ResultsThree hundred and four (33% response rate) and 71 (30% response rate) students completed the Likert scale and the Q-methodology surveys, respectively. Students from graduate programs demonstrated high readiness for IPE (higher total RIPLS scores p < 0.001) in comparison to undergraduates. Three factors, associated with program specialization (p = 0.04), emerged from the Q-methodology analysis characterizing students learning priorities. Students in undergraduate general programs were focused on IPE relevance and benefits to “the clinical team”, students in graduate programs focused on “the patient”, and those in undergraduate health professional programs focused on themselves (“me”).ConclusionsThis novel mixed-methods approach combining traditional Likert-scales with Q-methodology elucidated not only associations between program and specialization with readiness (Likert) but also which components of IPE were valued the most (Q-methodology) and by whom.