Influence of student attributes on readiness for interprofessional learning across multiple healthcare disciplines: Identifying factors to inform educational development

This investigation evaluated if individual student attributes have a predictive impact on readiness for interprofessional education (IPE). An exploratory analysis was conducted with 311 students from dental medicine, dietetics, medicine, nursing, pharmacy and physical therapy. Discipline, gender, age, academic standing, amount of clinical exposure in academic program and number of years worked in a patient care setting were evaluated as predictors of readiness for IPE using the Readiness for Interprofessional Learning Scale (RIPLS). Medical students had significantly lower RIPLS scores compared to pharmacy (p = 0.010) and dietetics students (p = 0.022). Male gender (p = 0.005) was a single independent predictor of IPE readiness. A higher number of years of practice had a significant interaction predictive of readiness for IPE (p = 0.028). Identification of factors influencing readiness for IPE are key to developing teaching and learning strategies targeted to improve teamwork, quality of care and patient outcomes. In this investigation, men with more years of practice was highly predictive of a lower RIPLS score. Based upon our findings, educational planning targeting male medical students with a higher number of years of practice would be a reasonable evidence-based step toward improving the value of IPE programs and curricula. Further work is necessary in developing focus groups, simulation and case-based exercises to influence attitudes and readiness for IPE.