ArticleCurationis2026
Readiness for interprofessional learning among undergraduate health discipline students: A multisite study.
Article in Curationis, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundThe World Health Organization (WHO) recognises interprofessional learning as an effective component of transformative medical education. Health discipline students represent the core disciplines that form the primary collaborative healthcare team in clinical settings. However, the implementation of interprofessional learning within health disciplines in Namibia remains unassessed.
objectivesTo assess and describe the readiness for interprofessional learning among undergraduate health discipline students at three campuses of the University of Namibia.
methodA quantitative descriptive online survey was conducted to recruit 236 health discipline students through purposive sampling. To allow enough time for data collection, data were collected between May and August 2023, using the validated readiness for Interprofessional Learning Scale.
resultsThe mean teamwork and collaboration were high at 4.22 ± 1.02, roles and responsibilities had a high score for interprofessional learning readiness at 1.93 ± 0.25, while the professional identity readiness domain was low at 1.40 ± 0.27. Professional identity showed a strong positive correlation with course of study (rho = 0.722; p = 0.010). Teamwork and collaboration (R2 = 0.838; p 0.001) and roles and responsibilities (R2 = 0.208; p 0.001) emerged as the most robust predictors of readiness, accounting for 20% and 83.8% of the variance in readiness.
conclusionUsing the framework for interprofessional education, the study assessed student readiness and determined that both teamwork and collaboration and roles and responsibilities were the major statistically significant predictors of interprofessional readiness.Contribution: This study identified predictors of interprofessional collaboration among health discipline students in Namibia.
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.