ArticlePloS one2024
A study of the impact of an interprofessional education module in Vietnam on students' readiness and competencies.
Article in PloS one, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
What it found
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Who cites it
6 citing papers in PubMed, 6 citations in OpenAlex.
- Exploring medical and nursing students' experiences of interprofessional communication and teamwork after a simulation-based interprofessional education session.Korean journal of medical education · 2026Article
- Long-Term Care Providers' Perspectives on Health Information Exchange During Patient Transitions Into Long-Term Care: A Multiple Case Study.Healthcare management forum · 2026Article
- Understanding Nurses' Perceptions of Patient-Centered Care: The Influence of Interprofessional Collaboration.Nursing research and practice · 2026Article
- Interprofessional Education Readiness with Undergraduate Nursing and Health Information Management Students at the University of Louisiana at Lafayette.Advances in health information science and practice · 2025Article
- Assessing the effects of interprofessional education by hospital pharmacists on pharmaceutical students using a self-evaluation scale.Journal of pharmaceutical health care and sciences · 2024Article
- Interprofessional Education Between Undergraduate Medical and Midwifery Students: A Mixed-Methods Systematic Review.Journal of medical education and curricular developmentReview
Corrections and comments
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Authors and funding
14 authors at 3 institutions in 2 countries.
Funding
No grant is acknowledged in the PubMed record.
Abstract
introductionThe literature puts forward a range of challenges of interprofessional education (IPE) related to its planning, initiation, implementation, and especially to IPE assessment. The present study aims to map changes in students' readiness and interprofessional collaboration competence (IPCC) in implementing an innovative IPE module. Potential differences in impact related to the health education programs and IPCC scores resulting from self-, peer-, and tutor assessments will also be analysed.
methodsA pre-post design was adopted. The student's readiness for interprofessional learning was assessed using the Readiness for Interprofessional Learning Scale, and the student's IPCC score was calculated based on self-, peer-, and tutor assessments with the interprofessional collaborator assessment rubric.
resultsStudents' mean post-test readiness scores and mean post-test IPCC scores were significantly higher than the total and subscales/domain pre-test scores (p<0.01). No significant within-subject differences were observed in students' readiness total or subscale scores when comparing health educational programs. However, significant differences were observed in students' mean total IPCC scores between programs (p<0.01). Significant differences in students' average IPCC scores were found when comparing self-, peer- and tutor assessment scores in six domains (p<0.01). Also, significant correlations between peer and tutor assessment scores were observed (p<0.01).
conclusionThe IPE module, designed and implemented to focus on patient-centred practice within a primary care context, positively impacted students' readiness and IPCC development. These results offer insights to expand the implementation of the IPE module to all health educational programs.
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