ArticleBMC medical education2021
The impact of an online intervention on the medical, dental and health sciences students about interprofessional education; a quasi-experimental study.
Article in BMC medical education, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 9 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
9 citing papers in PubMed, 18 citations in OpenAlex.
- Exploring the Case-Based Learning Challenge (CBLC): a digitally mediated, inter-university simulation to enhance clinical reasoning in physiotherapy students - a quasi-experimental study.BMC medical education · 2026Article
- Exploring the integration of OFST and IPE in cross-regional physiology teaching-a novel approach.BMC medical education · 2025Article
- Interprofessional education among musculoskeletal healthcare professions: A scoping review.The Journal of chiropractic education · 2025Article
- The development and effects of a social constructivist approach in an interprofessional discomfort care online education program.BMC medical education · 2024Article
- Transforming simulation in healthcare to enhance interprofessional collaboration leveraging big data analytics and artificial intelligence.BMC medical education · 2024Article
- Exploring UK undergraduate healthcare students' perspectives on how to effectively design IPE: A qualitative study.Journal of Taibah University Medical Sciences · 2024Article
- Effectiveness of online interprofessional education-communication course during the COVID-19 pandemic.Heliyon · 2024Article
- Embedding patient safety in a scaffold of interprofessional education; a qualitative study with thematic analysis.BMC medical education · 2023Article
- Evaluation of online interprofessional simulation workshops for obstetric and neonatal emergencies.International journal of medical education · 2022Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
7 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundInterprofessional education (IPE) encompasses integration, communication, mutual trust and shared decision-making with a common goal of improved patient care and safety. Despite its crucial role, IPE has not gained its anticipated popularity. This study aims to determine the impact of an online educational intervention about IPE on medical, dental and health sciences students in the University of Sharjah (UoS).
methodsThis quasi-experimental research was conducted in three phases; a pre-intervention phase where the Readiness for Interprofessional Learning Scale (RIPLS) inventory was administered online to the medical, dental and health sciences students of UoS; an intervention phase where an online workshop was organized via Microsoft Teams®; and a post-intervention phase where RIPLS was used to gather the students' attitudes towards IPE. The independent t test was used to compare the responses between genders and junior and senior students. A paired sample t test was used to determine the impact of the intervention on the students' understandings and attitudes about IPE.
resultsOut of 800 invited students, 530 students responded to the pre-intervention RIPLS survey. A comparison of the pre-post intervention for the RIPLS subscales of teamwork and collaboration, professional identification, and professional roles showed a significant improvement of students' attitudes with p-values 0.03, 0.00 and 0.00, respectively. All workshop moderators scored a median of 4 or 5 to the essential elements of IPE during intervention except for a median of 3 for group dynamics.
conclusionThe present data, derived from the application of a brief online educational intervention, underpins the readiness and positive attitudes of undergraduate medical students towards IPE. The positive impact of online intervention necessitates the development of a structured and unified IPE curriculum to enhance the receptiveness and application of IPE in the medical field.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.