ArticleJournal of multidisciplinary healthcare2023
Readiness for Interprofessional Education Among Health Profession Students in a University in the United Arab Emirates.
Article in Journal of multidisciplinary healthcare, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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Who cites it
4 citing papers in PubMed, 4 citations in OpenAlex.
- Family Medicine in Gulf Cooperation Council Countries: Perspectives, Directions, and Future Opportunities; A Narrative Review.Healthcare (Basel, Switzerland) · 2026Review
- Readiness for interprofessional learning among undergraduate health discipline students: A multisite study.Curationis · 2026Article
- Bridging the Gap Between Learning and Practice: Final-Year Physiotherapy Students' Perceptions of Enablers and Barriers to Interprofessional Collaboration in the UAE - A Qualitative Focus Group Study.Advances in medical education and practice · 2026Article
- Impact of an Inaugural Interprofessional Education Session Among Multidisciplinary Healthcare Students: A Mixed Methods Study from the United Arab Emirates.Journal of multidisciplinary healthcare · 2025Article
Corrections and comments
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Authors and funding
4 authors at 4 institutions in 3 countries.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Introduction: Inter-Professional Education (IPE) is an educational engagement between students from two or more professions possibly leading to better collaboration among them in the future workplace. Several organizations have advocated, developed, and updated guidelines for IPE. Objective: This study was aimed at assessing the medical, dental, and pharmacy students' readiness toward interprofessional education (IPE), and to identify the association between readiness and the demographic profile of students in a university in the United Arab Emirates (UAE). Methods: A cross-sectional questionnaire-based exploratory study involving 215 medical, dental, and pharmacy students at Ajman University, UAE, using convenience sampling. The survey questionnaire (Readiness for Interprofessional Learning Scale, RIPLS) had a total of 19 statements. The first 9 items were related to "teamwork and collaboration", items 10-16 were related to "professional identity", and the remaining three (items 17-19) were related to "roles and responsibilities". The individual statements' median (IQR) scores were calculated and the total scores were compared with the demographic characteristics of the respondents with suitable non-parametric tests at alpha=0.05. Results: Altogether, 215 undergraduate students (medical (n= 35)), pharmacy (n=105), and dental (n=75) responded to the survey. The median (IQR) score for the 19 individual statements was '5 (4-5)' for 12 of the statements. The total scores and domain-specific scores (teamwork and collaboration, professional identity, and roles and responsibilities) according to respondents' demography showed significant differences only in the case of the educational stream with professional identity score (p=<0.001), and the total RIPLS score (p=0.024). Further, post hoc pairwise comparison showed a significant difference between medicine-pharmacy (p<0.001), and dentistry-medicine (p=0.009), for professional identity, and medicine-pharmacy (p=0.020) for the total RIPLS score. Conclusion: A high readiness score among students offers the possibility of conducting IPE modules. A favorable attitude can be considered by curriculum planners while initiating IPE sessions.
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