Health professional students' perceptions and preparedness for interprofessional education: a multicentric analysis...

Area of Science:

• Healthcare Education
• Interprofessional Collaboration
• Global Health Workforce Development

Background:

• Interprofessional education (IPE) is crucial for preparing healthcare students for effective teamwork in clinical settings.
• Student readiness and acceptance are key determinants of successful IPE programs.
• Understanding baseline perceptions of IPE is essential for curriculum development.

Purpose of the Study:

• To assess the perceptions and readiness for interprofessional education (IPE) among health professional students.
• To compare IPE readiness across universities in five countries: Saudi Arabia, Malaysia, Nepal, India, and Pakistan.
• To identify factors influencing readiness for interprofessional learning using the Readiness for Interprofessional Learning Scale (RIPLS).

Main Methods:

• A cross-sectional descriptive study involving 335 health professional students.
• Data collected using the Readiness for Interprofessional Learning Scale (RIPLS) prior to any IPE activities.
• Statistical analysis included descriptive statistics, paired-samples t-tests, and ANOVA to compare readiness scores.

Main Results:

• Significant differences in IPE readiness were observed between countries and academic years (p < 0.001).
• Students from Malaysia, India, and Pakistan showed higher readiness for IPE compared to those in Nepal.
• Senior students consistently demonstrated greater readiness for teamwork and collaboration than junior students.

Conclusions:

• IPE initiatives must be tailored to specific academic levels and diverse national contexts.
• Early integration of IPE into healthcare curricula is vital for developing collaborative skills and improving patient outcomes.
• Findings provide critical insights for policymakers and educators aiming to enhance interprofessional collaboration in healthcare.