ArticleBMC medical education2025
Student experiences and learning outcomes of an interprofessional and international service-learning program: an exploratory study.
Article in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 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
2 citing papers in PubMed.
- Exploring how interprofessional forces shape population-health competencies for clinical pharmacy trainees.Frontiers in pharmacology · 2026Article
- Building a sense of community in service-learning and its association with college students' prosocial behavior and social responsibility.Frontiers in psychology · 2026Article
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
backgroundHealthcare professionals face increasing challenges in cultural diversity and multidisciplinary collaboration, particularly in addressing complex health issues. Traditional training often neglects critical skills such as cultural sensitivity and interprofessional collaboration. International Service-Learning (ISL) and Interprofessional Education (IPE) have been individually shown to develop these competencies. However, integrating ISL and IPE into a single programme has not been widely explored. This study aimed to: 1) explore the outcomes associated with an Interprofessional and International Service-Learning programme (IPISL) in supporting cultural awareness, readiness for interprofessional learning, interprofessional education collaborative competency, and perceived collective efficacy among undergraduate students; 2) explore students’ experiences with the program; and 3) to determine facilitators and barriers to the use of IPISL programme.
methodsA single-group pre-post design was adopted. One hundred twenty-two students from Hong Kong, the Philippines, Thailand, and Indonesia participated in a 2-week IPISL programme from May 2024 to August 2024. Outcomes were measured at baseline and post-programme, including cultural awareness, interprofessional collaborative competency, readiness for interprofessional learning, and perceived collective efficacy. Semi-structured focus group interviews were conducted to explore students’ experiences.
resultsParticipants included undergraduate students from Hong Kong (66.4%, n = 81), Indonesia (26.2%, n = 32), Thailand (4.1%, n = 5), and the Philippines (3.3%, n = 4). Significant improvements were detected in cultural awareness (p < 0.01), interprofessional collaborative competency (p < 0.001), readiness for interprofessional learning (p < 0.01), and collective efficacy (p < 0.05). The qualitative findings indicated that the program facilitated teamwork and group decision-making, enhanced professional skills and experience, promoted reflection on future professional conduct, and enhanced cultural awareness and inclusiveness.
conclusionsIntegrating IPE into ISL may be associated with improvements in students’ cultural awareness, interprofessional collaborative competency, interprofessional learning readiness, and collective efficacy. Future studies with larger and more diverse samples are recommended to evaluate additional teaching and learning outcomes.
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.