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Related Concept Videos

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Related Experiment Video

Updated: Nov 7, 2025

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Needs Assessment for Interprofessional Education: Implications for Integration and Readiness for Practice.

Abdulraheem Almalki1, Yoon Soo Park2, Ara Tekian2

  • 1Department of Clinical Laboratory Sciences, College of Applied Medical Sciences, Taif University, P.O. Box 11099, Taif 21944, Saudi Arabia.

Healthcare (Basel, Switzerland)
|April 30, 2021
PubMed
Summary

Interprofessional education (IPE) is new for most health profession students and faculty. Despite this, participants showed positive attitudes, believing IPE will enhance medical education.

Keywords:
IPERIPLScollaborative practicehealthcare educationinterprofessional education

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Area of Science:

  • Health Professions Education
  • Interprofessional Collaboration
  • Medical Training

Background:

  • Interprofessional education (IPE) is crucial for fostering collaboration among health professionals.
  • Effective IPE implementation necessitates understanding readiness, effectiveness, and potential barriers.
  • This study addresses the need to evaluate IPE perceptions in health professions training.

Purpose of the Study:

  • To assess health profession students' and faculty members' perceptions, understanding, and attitudes towards IPE.
  • To evaluate the readiness for interprofessional learning among diverse health profession students.
  • To identify challenges and facilitators for IPE implementation in a university setting.

Main Methods:

  • A cross-sectional study involving students and faculty from six health professions at Taif University.
  • Utilized the Readiness for Inter-Professional Learning Scale (RIPLS) questionnaire for students.
  • Conducted separate focus groups with students and faculty members to gather qualitative insights.

Main Results:

  • A significant majority of participants (students and faculty) had no prior knowledge of IPE, indicating it is a novel concept.
  • No significant differences in readiness for IPE were observed across different health professions.
  • Both students and faculty expressed positive attitudes towards IPE, anticipating improvements in medical education.

Conclusions:

  • IPE is largely a new initiative for health profession students and faculty at Taif University.
  • Existing positive attitudes suggest a favorable reception and potential for successful IPE integration.
  • Further strategies are needed to build awareness and support for IPE to enhance collaborative healthcare training.