Student perspectives on interprofessional education and experiences.

Area of Science:

• Health Sciences Education
• Interprofessional Collaboration

Background:

• Interprofessional education (IPE) is crucial for preparing health science students for collaborative practice.
• Understanding student attitudes and experiences is key to effective IPE implementation.

Purpose of the Study:

• To explore health science students' attitudes, knowledge, experiences, and receptiveness towards interprofessional education (IPE).
• To identify barriers and facilitators for successful interprofessional learning.

Main Methods:

• A mixed-method design utilizing The Readiness for Interprofessional Learning Scale (RIPLS) and semi-structured interviews.
• Involved 29 students from diverse health science disciplines: Law, Medicine, Nursing, Pharmacy, and Social Work.

Main Results:

• No significant differences in readiness for interprofessional learning were found across academic disciplines.
• Most interprofessional learning experiences occurred through internships, student activities, and community service, rather than formal curricular activities.
• Identified lost opportunities for IPE, characteristics of successful interprofessional learning, and student-reported barriers.

Conclusions:

• Results emphasize the need for integrated IPE and interprofessional training (IPT) within both classroom and clinical settings.
• Developing specific curricula and instructor teams is essential for effective collaborative health science education.