Readiness for Interprofessional Learning Among Dental and Healthcare Students in a Geriatric Education Module: A Pre‐Professional Study
Introduction Interprofessional education (IPE) fosters collaboration among healthcare students, preparing them for coordinated, patient‐centered care. Geriatric care, requiring multidisciplinary input, offers an ideal framework for interprofessional learning. This study assessed the readiness for interprofessional learning among students of Yenepoya (Deemed to be University) who participated in the geriatric IPE program (GIEP) workshop. Methods A pre and postintervention study was conducted among undergraduate students from medicine, nursing, physiotherapy, and allied health sciences. Participants completed the 19‐item Readiness for Interprofessional Learning Scale (RIPLS), which measures four domains: teamwork and collaboration, positive professional identity, negative professional identity, and roles and responsibilities. Responses were rated on a five‐point Likert scale. Data were analyzed using descriptive statistics Mann–Whitney U test to compare pre‐ and post‐workshop scores. Results Seventy students completed the pre‐workshop and 48 completed the post‐workshop assessments. The mean total RIPLS score decreased slightly from 72.91 ± 7.84 to 71.19 ± 10.08. Subscale comparisons revealed minor, nonsignificant changes across all domains (p > 0.05), except in roles and responsibility where the difference was significant. Conclusion Students exhibited a high baseline readiness for interprofessional learning, reflecting positive attitudes toward teamwork and collaboration. Although no statistically significant improvement was observed following the GIEP workshop, the intervention reinforced interprofessional values. Long‐term and integrated IPE initiatives are recommended to strengthen collaborative competencies and measure sustained changes in readiness.