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Title: Bumping along: Healthcare students' perspectives on interprofessional education
Authors: Tayyeba Iftikhar, Ayesha Ghassan, Irfan Shukr, Shazia Inam
Journal: Foundation University Journal of Rehabilitation Sciences (FUJRS)
Publisher: Foundation University, Islamabad
Country: Pakistan
Year: 2024
Volume: 4
Issue: 1
Language: English
Keywords: AttitudestudentsReadinessCollaborationInterprofessional Education
Background: Global regulatory bodies and the PM&DC (Pakistan Medical and Dental Council) share a competency framework that emphasizes the importance of graduates being effective communicators and collaborators in the healthcare system to achieve positive patient outcomes. However, due to unclear roles, conflicting power dynamics, and varying educational qualifications among healthcare professionals, effective interprofessional teamwork is often not realized, leading to suboptimal outcomes.
Objective: To evaluate the attitudes and readiness of healthcare students towards inter-professional education.
Methods: This comparative cross-sectional study was conducted from March to August 2020 by utilizing a prevalidated inventory called the Readiness of Interprofessional learning scale (RIPLS) to assess the readiness of students in healthcare programs. Data was collected using Google Forms, and the Kruskal-Wallis Test was employed to compare perceptions among the four groups.
Results: 157 students completed the questionnaire, resulting in a response rate of 58%. All four groups demonstrated high readiness for mutual learning (mean rank=78.78) although physiotherapy students had higher scores (mean rank=79.36) compared to the other groups, while nursing students had the lowest scores (mean rank=77.92).
Conclusion: The positive attitude of students towards interprofessional education and collaboration highlights the need for integration with other healthcare disciplines at both the curricular and co-curricular levels. Clinical case studies, problem-based learning, and simulations can be effective methods for fostering students' understanding of each profession's role.
To evaluate the attitudes and readiness of healthcare students towards inter-professional education.
A comparative cross-sectional study using the Readiness of Interprofessional learning scale (RIPLS) administered via Google Forms to third-year students from medical, dentistry, nursing, and physical therapy programs. Data was collected from March to August 2020. The Kruskal-Wallis Test was used for analysis.
graph TD;
A["Study Design: Comparative Cross-Sectional"] --> B["Data Collection Tool: RIPLS via Google Forms"];
B --> C["Participant Recruitment: Third-year healthcare students"];
C --> D["Data Collection Period: March-August 2020"];
D --> E["Data Analysis: Kruskal-Wallis Test"];
E --> F["Interpretation of Results"];
F --> G["Conclusion on Student Attitudes and Readiness for IPE"];
The study highlights a positive student attitude towards interprofessional education (IPE) and collaboration, suggesting the need for its integration into curricula. Physiotherapy students' higher readiness may be due to earlier exposure to collaborative practice. Medical and dentistry students showed higher scores in "negative professional identity," potentially due to limited exposure to multidisciplinary teams.
157 students completed the questionnaire with a 58% response rate. All four groups showed high readiness for mutual learning. Physiotherapy students had the highest scores, while nursing students had the lowest. No statistically significant difference was found in attitudes across the four disciplines.
Healthcare students exhibit a favorable disposition and preparedness for interprofessional learning. Integrating IPE at the undergraduate level is recommended to foster collaborative learning and enhance understanding of diverse professional contributions from the outset of academic careers.
- The study was conducted from March to August 2020. (Confirmed in Methods section)
- 157 students completed the questionnaire. (Confirmed in Results section)
- The Kruskal-Wallis Test was employed for analysis. (Confirmed in Methods section)
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