ArticleAdvances in medical education and practice2023
Readiness for Interprofessional Learning Among Students of Four Undergraduate Health Professions Education Programs.
Article in Advances in medical education and practice, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
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Who cites it
7 citing papers in PubMed.
- Exploring the Effects of Serious Games (Immersive Virtual Reality Versus Web-Based Platforms) on Interprofessional Education Among Undergraduate Health Care Students: Randomized Controlled Trial and Multimethod Study.JMIR serious games · 2026Article
- Readiness for interprofessional learning among undergraduate health discipline students: A multisite study.Curationis · 2026Article
- Breaking Walls and Building Bridges: A Pre-Post Evaluation of an Interprofessional Clinical Case Discussion Among Pharmacy and Nursing Students.Journal of multidisciplinary healthcare · 2026Article
- Readiness for inter-professional education among healthcare professions students in Balochistan, Pakistan.Pakistan journal of medical sciences · 2025Article
- Revamping field practicum: insights for future health services management professionals.BMC medical education · 2025Article
- "IPE is Key": Qualitative Findings of a Foundational Interprofessional Education Readiness Activity with Nursing and Health Information Management Students.Advances in health information science and practice · 2025Article
- Professional and Interprofessional Identity Formation in Healthcare Students During Placement in an Interprofessional Training Unit - A Multicentre Quantitative Study.Perspectives on medical education · 2025Article
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Authors and funding
4 authors.
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Abstract
Background: In interprofessional learning, students from different professions learn about, from, and with each other so that they can collaborate effectively, deliver high-quality healthcare, and achieve positive health outcomes. This study aimed to explore the readiness of students from four health professions education programs for interprofessional learning. Methods: A cross-sectional descriptive study was carried out on 339 students. The Readiness for Interprofessional Learning Scale (RIPLS) was used to collect data. Descriptive statistics were used. Paired-samples Results: The reliability study of the collected data showed excellent internal consistency (Cronbach's ɑ = 0.819). Results revealed a statistically significant difference between the responses of students from the four programs regarding the "Roles and Responsibilities" subscale (p = 0.000). A statistically significant difference between male and female students regarding two statements within the "Teamwork and Collaboration" subscale and one statement within the "Negative Professional Identity" subscale (p < 0.05) was also detected. The correlation study showed a weak but statistically significant correlation between RIPLS mean scores and the students' study program (p < 0.015). Conclusion: In conclusion, the students showed readiness for IPL as evidenced by their positive perception of the interprofessional learning concepts.
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