The results highlight the value of integrating IPE across both preclinical and clinical curricula and of targeting attitudinal development specifically, and support embedding structured, experiential IPE from the preclinical years onward-through shared case-based teaching, interprofessional simulation, and co-facilitated clinical activities.
Abstract
Interprofessional education (IPE) prepares medical and dental students for collaborative, team-based care, yet little is known about how students perceive IPE within integrated academic environments in the Gulf region. A cross-sectional study was conducted between January and April 2025 at RAK Medical & Health Sciences University and RAK College of Dental Sciences in the United Arab Emirates. A printed, structured questionnaire adapted from validated tools was distributed to undergraduate medical and dental students. The survey evaluated interdisciplinary knowledge, teaching content, interprofessional value, and attitudes toward IPE using a five-point Likert scale. Data were analyzed using SPSS version 23, with descriptive statistics, Shapiro-Wilk normality tests, unequal variance t-tests, Cronbach's alpha, and Spearman's correlation utilized to evaluate group differences and internal consistency. Ethical approval was obtained (Ref: TAKMHSU-HEC-51-2023/24-F-D). A total of 273 students participated (157 medicals, 116 dentals; 50.2% female). Clinical-phase students reported significantly more favorable perceptions across domains of interdisciplinary knowledge, teaching content, and interprofessional value (p < 0.01). The internal consistency of the questionnaire was high (α > 0.85 for most domains). Strong inter-domain correlations were observed, especially between teaching content and perceived value. No significant differences were found based on gender. Clinical exposure was associated with more favorable perceptions of IPE. These findings support embedding structured, experiential IPE from the preclinical years onward-through shared case-based teaching, interprofessional simulation, and co-facilitated clinical activities-rather than relying on clinical contact alone. For curriculum developers and institutional policymakers, the results highlight the value of integrating IPE across both preclinical and clinical curricula and of targeting attitudinal development specifically. Longitudinal and intervention-based studies are needed to confirm whether such exposure produces durable gains in collaborative competence.
Structured IPE programs are well-received by undergraduate students and enhance collaborative clinical practice competencies, with students of all disciplines reporting an appreciation for interprofessional collaboration particularly in clinical practice.
H. Arponen, R. Cure, Riikka Jokimäki et al.· Journal of Dental Education· 0 citations
Interprofessional education (IPE) is increasingly implemented to prepare health professions students for collaborative practice. This exploratory pilot examined how medical and nursing students experienced and applied interprofessional communication and teamwork in clinical practice after a simulation based IPE session. This exploratory mixed-methods pilot study involved eight third year medical and nursing students at a Vietnamese medical university. Students completed the Students’ Perceptions of Interprofessional Clinical Education–Revised (SPICE R2) questionnaire before and after the session and submitted reflective essays 3 months later. Quantitative data were analyzed descriptively using Wilcoxon signed rank tests, and essays were examined using inductive reflexive thematic analysis. SPICE-R2 scores increased across all domains from pre- to post-test. The total median score rose from 3.90 (interquartile range [IQR], 3.83–4.38) to 4.60 (IQR, 4.40–4.83) (p=0.01). Thematic analysis generated five themes describing movement from parallel to shared care, greater use of structured communication, clearer appreciation of roles, recognition of shared responsibility for patient safety, and persisting barriers related to hierarchy and workload. This study suggests that a simulation-based IPE session can support students’ interprofessional communication and teamwork, though barriers related to hierarchy and workload persisted. Future research with larger, multi-institution samples and richer data sources is needed to understand how these skills are sustained in practice.
Hoang Minh Nguyen, Vu Quoc Huy Nguyen, M. T. Nguyen et al.· Korean Journal of Medical Ed...· 0 citations
The findings revealed that participants had good knowledge, attitudes and practices regarding IPE, however, challenges such as limited exposure to other healthcare programmes, timetabling constraints and a lack of co-ordinated IPE activities should be addressed to inform future IPE practice.
M. Morule, S. Singh, A. Bhayat· African Journal of Health Pr...· 0 citations
Dental education programs, alongside other health professional training programs, should continue to incorporate interprofessional education through both didactic and experiential learning opportunities to equip students with the skills necessary to provide collaborative care in future practice.
M. Brondani, J. R. Garbim, B. Brondani et al.· medRxiv· 0 citations
Empathy plays a critical role in effective dentist–patient communication and high-quality care. However, its development during dental education remains inconsistent across studies and contexts.
A total of 132 dental students and residents (50% male; 22.8% married; 31.8% postgraduate) completed the validated Jefferson Scale of Physician Empathy, assessing perspective taking, compassionate care, and standing in patients’ shoes. Data were analyzed using descriptive statistics, independent t-tests, ANOVA, and linear regression (SPSS 25;
P
< 0.05).
The mean total empathy score was 80.3 ± 7.3 (possible range: 0–140). Female participants scored higher than males in the “Standing in Patients’ Shoes” domain (
P
= 0.025), with no other significant gender differences. No significant differences were observed between undergraduate and postgraduate students in univariate analyses. In multivariate models, marital status was positively associated with total empathy (B = 7.70,
P
= 0.034). Separate regression models examining overall versus domain-specific empathy outcomes demonstrated that “Years of Study” showed inconsistent associations across models, indicating domain-dependent effects that should be interpreted cautiously. Age demonstrated differential associations across domains, with a positive relationship for Perspective Taking (B = 0.62,
P
= 0.021) and negative associations for Compassionate Care (B = − 0.58,
P
= 0.001) and Standing in Patients’ Shoes (B = − 0.20,
P
= 0.015).
Empathy scores varied across domains and were associated with demographic and academic factors in a model-dependent manner. These findings highlight the complexity of empathy in dental education and support the need for longitudinal and context-sensitive educational strategies.
M. Afshar, M. K. Afshar, Hosein Ataollahi· BMC Medical Education· 0 citations
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