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Related Experiment Video

Updated: May 11, 2026

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Evaluating interprofessional learning modules: health students' attitudes to interprofessional practice.

Luke Wakely¹, Leanne Brown, Julie Burrows

¹Department of Rural Health, The University of Newcastle, Tamworth, Australia. luke.wakely@hnehealth.nsw.gov.au

Journal of Interprofessional Care

|May 16, 2013

Summary

Interprofessional learning modules (ILMs) improved health students' attitudes toward collaborative patient care. The study shows ILMs are a valuable educational tool for enhancing teamwork skills in future healthcare professionals.

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Last Updated: May 11, 2026

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Area of Science:

Health Professions Education
Interprofessional Healthcare
Rural Health Training

Background:

Interprofessional learning is believed to foster collaborative, patient-centered healthcare practices.
The University of Newcastle's Department of Rural Health provides monthly interprofessional learning modules (ILMs) for health students.
Assessing student attitudes is crucial for evaluating the effectiveness of interprofessional education.

Purpose of the Study:

To evaluate the impact of interprofessional learning modules (ILMs) on health students' attitudes.
To determine if ILMs enhance readiness for interprofessional learning among students.
To assess changes in student perceptions regarding collaborative healthcare.

Main Methods:

Utilized the Readiness for Interprofessional Learning scale (RIPLS) for pre- and post-module assessments.
Surveyed 38 health students participating in monthly ILMs.
Achieved a 36% survey response rate for pre- and post-module data collection.

Main Results:

A statistically significant improvement was observed in three out of four domains of the RIPLS scale.
Student attitudes towards interprofessional learning showed positive short-term changes post-ILM.
The data suggests a favorable shift in students' readiness for interprofessional collaboration.

Conclusions:

Interprofessional learning modules (ILMs) are a beneficial educational strategy.
ILMs can positively influence health students' attitudes towards interprofessional collaboration.
Further research may explore the long-term impact of ILMs on clinical practice.