ArticleCureus2025
A Longitudinal Study of Interprofessional Education Readiness and Collaboration Skills Among Japanese Psychology Undergraduates.
Article in Cureus, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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
1 citing paper in PubMed.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
12 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
introductionFew longitudinal studies have examined the effects of interprofessional education (IPE), particularly those involving psychology students. In Japan, where national certification for psychologists was established in 2017, a common challenge faced by psychologists is the content and methods of IPE.
objectiveA four-year longitudinal study was conducted to examine the sustained effects of first-year IPE within an undergraduate training program for licensed psychologists. In addition, a separate study investigated the changes in interprofessional work skills in a non-IPE practicum.
methodsThis study employed a mixed-method research design combining (i) a longitudinal observational study (2020-2023) to examine the sustained effects of the IPE implemented in the 2020 academic year and (ii) a quasi-experimental pre-post test study independently conducted with the same participants in the 2023 academic year. The design was based on (i) Kolb's Experiential Learning Model and (ii) Schön's Reflective Practitioner Model, and one of the goals was to develop interprofessional work skills. The participants were students in a licensed psychologist training program who enrolled in 2020. We investigated their readiness for IPE (using the Readiness for Interprofessional Learning Scale (RIPLS)) over a four-year period (primary evaluation) and interprofessional competency (using the Interprofessional Competency Assessment Scale for Undergraduates (ICASU)) before and after their fourth year of practice (secondary evaluation).
resultsRIPLS scores from first to fourth year neither improved nor declined; ICASU scores increased from 56.00 (49.00-63.00) before the program to 63.00 (55.00-67.00) after the program (p = 0.005). On the subscales, "understanding one's own and other occupations" (p = 0.013) and "interprofessional collaboration skills" (p = 0.014) improved significantly. Regarding "basic communication skills," which did not improve significantly, the results of the item-by-item analysis showed that items related to recognizing diverse values (p = 0.008) and finding one's issues (p = 0.003) improved; however, four items, including assertive discussion skills, did not improve.
conclusionIn the longitudinal survey, readiness for IPE did not decrease after the first year of IPE. This suggests that even without continuous IPE, readiness for IPE could be maintained, and the basic skills for interprofessional work could be developed by devising a curriculum and practice program.
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.