Breaking Silos: Evaluating an Interprofessional Education Workshop to Enhance Readiness for Collaboration among Health Professional Learners – A Quasi-experimental Study
Jul 2026· Current Medical Issues· 0 citations· 32 references
TL;DR
It was revealed that health professional learners’ readiness for IPE had high perception mean scores in all RIPLS subscales, and only “roles and responsibilities” subscale showed a significant change after intervention.
Abstract
Interprofessional education (IPE) enforces the key idea of learning together that enhances future partnerships among learners. IPE fosters a collaborative approach to team-based healthcare that improves the patient outcomes. This study aims to evaluate the interprofessional readiness score among undergraduate students and compare the subscale scores across study groups.
This quasi-experimental study was conducted among four different groups of medical and allied health students who were introduced to a day-long workshop on IP competencies, including role clarity, ethics communication, and teamwork, through multimodal teaching and learning methods. Postworkshop, their responses were assessed by a validated tool, namely “Readiness for Interprofessional Learning Scale (RIPLS)” questionnaire. The questionnaire comprises 19 components grouped into three subscales: “teamwork and collaboration,” (1–9) “professional identity,” (10–16) and “roles and responsibilities” (17–19). The descriptive data and median scores for the various groups of participants were analyzed using the Kruskal–Wallis test.
The total participants were 204, inclusive of 156 females and 48 males, with an age range of 18–23 years. Among them, 74 were medical, 36 BSc Physician Assistants, 57 BSc nursing, and 37 BSc Critical Care. The readiness scores remained high pre- and postintervention (73.81 ± 8.2 and 74.12 ± 9.3), reflecting a strong willingness for participants. Only the roles and responsibilities domain showed significant improvement (<0.05), indicating better role clarity.
This study revealed that health professional learners’ readiness for IPE had high perception mean scores in all RIPLS subscales. Postintervention, only “roles and responsibilities” subscale showed a significant change. Students were eager to experience IPE in the real-world settings.
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.
M. Imran Pasha, Rashmi Jain, Umme Amarah· International Journal of Den...· 0 citations
Interprofessional education collaboration (IPE/C) among undergraduate students is a pivotal learning experience to build comprehensive competencies in a better understanding of communication, teamwork, and the roles of different professions. This study aimed to investigate the interprofessional education collaboration among nursing students in clinical nursing practices, with a descriptive quantitative research design. A total of 69 undergraduate nursing students participated who had experienced interprofessional practices in 2024. Data were collected using a structured, selfadministered questionnaire adopted from the Psychometric Evaluation of Interprofessional education collaboration Competency Tool (PEIEC). The result of this study showed the highest professional identity, 43 (62%), and other competences 38% regarding teamwork, roles, responsibility, and communication. The findings revealed generally positive exploring very good competences (54%) for doing team collaboration and good competences for others, including communication (26%) and 20% (professional identity). IPE/C has been widely studied and recognized for its benefits in healthcare education and practice. IPE/C has been reported as pivotal in preparing students for the health workforce, where teamwork is an essential competency required for practice. Numerous studies have demonstrated that IPE/C fosters interprofessional collaboration, reduces barriers and preconceptions among different healthcare student groups, and enhances professional competencies. In conclusion, the Interprofessional education collaboration is essential to advancing competencies, enhancing collaboration, and contributing to better patient care outcomes
R. S. Pujiastuti, Emy Rianti, O. Handayani et al.· Jurnal kesehatan masyarakat· 0 citations
Purpose: Interprofessional learning (IPL) is increasingly recognised as essential for preparing students for collaborative clinical practice. Despite this, opportunities for joint learning remain limited in Australia. This study aimed to evaluate the impact of a single simulation-based IPL intervention on students’ perceptions of roles, communication and teamwork.
Design: Medical and nursing students participated in an IPL program combining joint teaching with high-fidelity simulation. A pre- and post-intervention questionnaire, informed by validated IPL assessment tools and analysed using Mann–Whitney U tests, evaluated changes in perceptions and self-reported confidence.
Findings: Seventy-one students participated (63.4% medical; 36.6% nursing). Post-simulation scores were significantly increased for eight of the nine items assessed: perceived importance of IPL, understanding of roles, comfort communicating, confidence speaking up, confidence clarifying patient management, understanding of communication styles (all p ≤ 0.001; effect size r = 0.31–0.69), and perceived importance of role delegation (p = 0.001; r = 0.30). Perceptions that clear interprofessional communication benefits patient care remained high (p = 0.169). All participants endorsed IPL to peers and reported high enjoyment of the experience.
Research implications: These findings contribute to the growing evidence base supporting simulation-based IPL as a valuable educational intervention. Further research should explore longitudinal outcomes, behavioural change in clinical settings, and scalability across healthcare disciplines.
Value and limitations: This study demonstrates that a single, well-designed interprofessional simulation session can yield meaningful educational benefits, with potential downstream benefits for patient safety in critical-care environments. Limitations include a single institutional context and absence of long-term follow-up.
Keywords: interprofessional learning, simulation-based education, collaborative practice, patient safety, clinical education, workforce training
Niall Brown, Samuel Wilson, Mathieu Figeys et al.· Health Education in Practice...· 0 citations
The potential benefits of the IPE Model 1—Introduction extend beyond OT and PT, suggesting its efficacy in improving IPE competencies for students in other disciplines.
N. Belleza, M. E. Johnson, Mohan Ganesan· Rehabilitation Research Poli...· 0 citations
Introduction: Current health sciences education is increasingly focused on the transition from traditional didactic methods to innovative pedagogical frameworks. While the introduction of interprofessional education (IPE) initiatives in Malaysian teaching hospitals has demonstrated success in fostering students' collaborative competencies, the broad implementation of IPE remains uneven. This study aimed to delve into pharmacy students’ experiences, perceptions, and recommendations on an IPE implementation activity during clinical attachments. Methods: A descriptive qualitative study was conducted using in-depth, semi-structured online interviews with the final year pharmacy students from Kulliyyah of Pharmacy, IIUM. Purposive sampling was used to recruit students who joined an IPE activity between March and May in 2024. The data collected via a validated guide during the interviews were analysed thematically to identify key patterns and themes. Coding was performed by two researchers, with initial coding was further AI-enhanced. Results and discussion: Seven final-year pharmacy students accepted the invitation to share their experiences, emerging four distinct themes namely; 1) curricular design and structural challenges, 2) role clarity & interprofessional understanding, 3) impact on learning & competency and 4) personal barriers and educational support. Ward rounds and bedside teaching were highly valued, though challenges included scheduling conflicts, limited exposure and inadequate case preparation. Supportive instructors and collaborative peer interactions recognised as key factors facilitating the learning process. Conclusion: Pharmacy students highly valued IPE and highlighted that an early, structured, and longitudinal integration of IPE in the curriculum is necessary to enhance collaborative competencies and professional development.
Nurul Athirah Hasdan, Ahmed Osman Ahmed Mohamed Yehia Naguib, Nor Hidayah Mohd Taufek· The Journal of pharmacy· 0 citations
Health and social care systems face increasing demands for interprofessional education and collaborative practice (IPECP) to meet complex patient needs. In response, global leaders advocate for interprofessional education (IPE) to prepare professionals for effective IPECP. An initial study conducted by the authors revealed skepticism among university educators about IPE approaches and their ability to translate into workplace practice. This prompted a follow-up study aimed at developing an evidence‑based framework to support educators in overcoming barriers to integrating meaningful IPE into curricula that bridge the theory-practice gap. A sequential mixed‑methods design, theoretically underpinned by social-innovation-informed experiential learning, enabled cumulative validity across three research strands, each published separately. Drawing on insights from both the initial and follow-up study, incorporating data from more than 220 participants, this article presents the emergent 4P Framework, which identifies four core considerations for effective IPE integration: Priority, Professional value, Professional commitment, and Person-centredness. The development of the framework is described and situated within the existing evidence base. To support practical application, the 4P Framework is mapped to an established transitions model, providing educators and leaders with a structured and theoretically aligned tool to guide IPE implementation and highlighting empirically informed areas for future research.
Susanne Lindqvist, F. Vasset, Synnøve Hofseth Almås et al.· Journal of Interprofessional...· 0 citations