Measuring healthcare students' attitudes toward interprofessional education

ObjectivesTo explore students' attitudes toward interprofessional education (IPE); to explore whether there are significant differences in the readiness of students in various healthcare professions; and to investigate whether demographic characteristics have any significant influence on their attitude and readiness.MethodsThis was a cross-sectional study. The Readiness for Interprofessional Learning Scale (RIPLS) was administered to all 2nd-, 3rd-, and 4th-year undergraduate students of the respiratory care, physical therapy, cardiac technology, clinical nutrition, and clinical science laboratory professional programs at the University of Dammam. Data were analysed using descriptive and inferential statistics.ResultsThe overall mean score of students' readiness (mean = 66, SD = 8.7) was higher than the average score on the RIPLS (mean = 47.5). A comparison revealed statistically significant differences between health profession groups in terms of readiness (P = .000). The overall mean readiness score of clinical nutrition students was higher than that of other groups. There were significant positive relationships between year of study and the overall RIPLS score, the teamwork and collaboration subscale score, and the negative professional identity subscale score (r ranged from .117 to .189, P ≤ .023).ConclusionOverall, the study revealed a satisfactory degree of readiness and a generally positive attitude among students regarding shared learning and the value of teamwork and collaboration. The results suggested that clinical nutrition students appreciated interprofessional collaboration more than students of other health professions. Furthermore, as students advanced in their years of study, their readiness for interprofessional learning increased.