ArticleBMC medical education2018
The Association of Readiness for Interprofessional Learning with empathy, motivation and professional identity development in medical students.
Article in BMC medical education, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 18 papers, 1 of them a synthesis that pooled it.
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Who cites it
18 citing papers in PubMed, 1 synthesis or guideline pooled it, 43 citations in OpenAlex.
- Attitudes towards Interprofessional education in the medical curriculum: a systematic review of the literature.BMC medical education · 2020Pooled it
- Evaluation of professional course teaching behavior and self-reported professional competence in medical students: the effects of professional identity evaluation and campus environment satisfaction.BMC medical education · 2026Article
- Empathy as an Essential Skill of Interprofessional Collaboration in Healthcare: A Narrative Review.Healthcare (Basel, Switzerland) · 2026Review
- Bridging the gap: healthcare students' perceptions and attitudes toward interprofessional learning and collaboration.BMC medical education · 2026Article
- Exploring aspects of medical students' professional identity through their reflective expressions.BMC medical education · 2025Article
- Student correlates with interprofessional attitudes within undergraduate medical education.BMC medical education · 2025Article
- Health professional students' perceptions and preparedness for interprofessional education: a multicentric analysis across five countries.Frontiers in medicine · 2025Article
- Measuring Veterinarian Professions' Readiness for Interprofessional Learning in a Pre- and Post-Intervention Study.Animals : an open access journal from MDPI · 2024Article
- Professional Identity and Motivation for Medical School in First-Year Medical Students: A Cross-sectional Study.Medical science educator · 2023Article
- Implications of practical activities in the Skills and Simulation Laboratory on students' motivation and feelings.Revista latino-americana de enfermagem · 2023Article
- Does Interprofessional Scenario-Based Simulation Training Change Attitudes Towards Interprofessional Learning - A Pretest-Posttest Study.Journal of multidisciplinary healthcare · 2022Article
- Analysis Model of the Influence of Self-Efficacy on Professional Toughness of Preschool Teachers under the Condition of Ensuring Children's Mental Health and Healthy Family Environment.Journal of environmental and public health · 2022Article
- How perceived school culture relates to work engagement among primary and secondary school teachers? Roles of affective empathy and job tenure.Frontiers in psychology · 2022Article
- Perspectives of Healthcare Professionals Toward Interprofessional Collaboration in Primary Care Settings in a Middle Eastern Country.Journal of multidisciplinary healthcare · 2021Article
- Disease Prevention Knowledge, Anxiety, and Professional Identity during COVID-19 Pandemic in Nursing Students in Zhengzhou, China.Journal of Korean Academy of Nursing · 2020Article
- Article
- Community-Engaged Development, Implementation, and Evaluation of an Interprofessional Education Workshop on Gender-Affirming Care.Transgender health · 2019Article
- Affective and Cognitive Empathy in Pre-teachers With Strong or Weak Professional Identity: An ERP Study.Frontiers in human neuroscience · 2019Article
Corrections and comments
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Authors and funding
6 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundThe Readiness for Interprofessional Learning Scale is among the first scales developed for measurement of attitude towards interprofessional learning (IPL). However, the conceptual framework of the RIPLS still lacks clarity. We investigated the association of the RIPLS with professional identity, empathy and motivation, with the intention of relating RIPLS to other well-known concepts in healthcare education, in an attempt to clarify the concept of readiness.
methodsReadiness for interprofessional learning, professional identity development, empathy and motivation of students for medical school, were measured in all 6 years of the medical curriculum. The association of professional identity development, empathy and motivation with readiness was analyzed using linear regression.
resultsEmpathy and motivation significantly explained the variance in RIPLS subscale Teamwork & Collaboration. Gender and belonging to the first study year had a unique positive contribution in explaining the variance of the RIPLS subscales Positive and Negative Professional Identity, whereas motivation had no contribution. More compassionate care, as an affective component of empathy, seemed to diminish readiness for IPL. Professional Identity, measured as affirmation or denial of the identification with a professional group, had no contribution in the explanation of the variance in readiness.
conclusionsThe RIPLS is a suboptimal instrument, which does not clarify the 'what' and 'how' of IPL in a curriculum. This study suggests that students' readiness for IPE may benefit from a combination with the cognitive component of empathy ('Perspective taking') and elements in the curriculum that promote autonomous motivation.
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