Knowledge, attitudes and practices of final-year health sciences students regarding interprofessional education at a tertiary institution in South Africa
Aug 2026· African Journal of Health Professions Education· 0 citations· 28 references
TL;DR
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.
Abstract
Background. Interprofessional education (IPE) has been identified as a means of improving the readiness of health sciences students for interprofessional collaborative practice and promoting effective, patient-centred care. To prepare future healthcare professionals for interprofessional collaboration, academic leaders at health professions institutions recommend integrating IPE into the training of health sciences students.
Objectives. To assess the knowledge, attitudes and practices of final-year undergraduate health sciences students regarding IPE at a single institution in Gauteng, South Africa.
Method. A descriptive quantitative study was conducted among final-year health sciences students during the 2022 and 2023 academic years. A validated, self-administered Likert-scale questionnaire was used to collect data online and included three open-ended questions to provide additional context. There was an estimated total of 327 final-year students, and a minimum sample size of 177 was required. Purposive sampling was used to select students from eight health science programmes.
Results. Of the 327 distributed questionnaires, 177 were returned, giving a response rate of 54%. The overall mean (standard deviation) age was 24 (4.1) years. More than half of the participants (60%) indicated that they have prior experience of IPE. The Likert-scale questions showed that the majority had good knowledge (97.7%), attitudes (88.1%) and practices (75.7%) regarding IPE. The themes arising from the narrative responses to the open-ended questions revealed self-perceived benefits of IPE (e.g. understanding other students’ roles), barriers (e.g. timetable clashes) and opportunities to improve IPE (e.g. a need for planned and co-ordinated IPE activities).
Conclusions. 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.
Sustained exposure to simulation-based IPE was associated with positive student-reported perceptions of interprofessional learning in a minority-serving academic health context, and the importance of role clarification, structured pre-briefing, competency-aligned simulation objectives, and reflective debriefing to strengthen IPE outcomes is highlighted.
Olumide A Ojo, Peregrina L. Arciaga, Ayser A. Jama et al.· Journal of Interprofessional...· 0 citations
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.
N. Hashim, M. M. Rahman, Sharifa Jameel Hossain et al.· Scientific Reports· 0 citations
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
It is demonstrated that a single, well-designed interprofessional simulation session can yield meaningful educational benefits, with potential downstream benefits for patient safety in critical-care environments.
Niall Brown, Samuel Wilson, Mathieu Figeys et al.· Health Education in Practice...· 0 citations
PURPOSE
Interprofessional education (IPE) is increasingly recognized as a critical component of the training of oral healthcare professionals, aiming to enhance collaboration and improve patient outcomes. This exploratory study evaluated the attitudes of undergraduate students of dentistry, dental hygiene, and dental assisting toward IPE.
METHODS
A mixed-methods approach was used, involving the Readiness for Interprofessional Learning Scale questionnaire.
RESULTS
Of the 104 respondents, 44 were dental students, 46 were dental hygiene students, and 14 were dental assistant students. In total, 55% reported having experience of IPE. Quantitative analysis revealed that the respondents were receptive to the idea that incorporating shared learning in their curricula will benefit communication, teamwork skills, and patient care. A statistically significantly weaker identification with a professional role in the context of interprofessional collaboration of dental students and dental hygiene students was found compared with dental assistant students (p < 0.01). Dental and dental hygiene students perceived IPE less beneficial to their professional development than dental assistant students. However, individual variation of opinion in valuing collaborative relationships with other healthcare professionals was evident. Qualitative data supported these findings, with students of all disciplines reporting an appreciation for interprofessional collaboration particularly in clinical practice.
CONCLUSIONS
Oral health care students had, on average, a positive attitude toward IPE. Within the limitations of this small sample, our findings suggest that structured IPE programs are well-received by undergraduate students and enhance collaborative clinical practice competencies.
H. Arponen, R. Cure, Riikka Jokimäki et al.· Journal of Dental Education· 0 citations
Abstract Aim: This study aims to evaluate the feasibility and educational impact of utilizing SHCs as primary care training sites in undergraduate medical education, with the goal of enhancing clinical competencies in young adult healthcare. Background: Family Medicine (FM) is essential for integrating community-based health services into medical education. In Turkey, final-year medical students complete a one-month rotation at Family Health Centers (FHCs). However, young adults often utilize Student Health Centers (SHCs) on university campuses, resulting in a gap in students’ experience with this age group. Addressing this, our programme initiated the inclusion of SHCs in the FM internship rotation for the 2024–2025 academic year. Methods: A mixed-methodology study was conducted in two phases. A retrospective analysis was performed on medical records of patients aged 18–25 who attended the SHC over a one-month period. A prospective 9-item online survey assessed the educational impact on final-year medical students following their FM internship, which included the SHC rotation. Descriptive and qualitative statistical analyses were performed to summarize the survey and clinical data. Findings: A total of 1228 patients were seen at the SHC, mirroring FHC trends. All 87 interns surveyed rated the FM programme initiative positively, with 94.1% highly satisfied and 85.9% reporting improved primary care skills. Qualitative feedback highlighted the value of practical experience and called for longer rotations. Conclusion: Integrating SHC rotations into undergraduate medical education is both feasible and beneficial, providing relevant primary care experience for medical students and enhancing training in the care of young adult populations.
Tumay Sadikoglu, Duygu Altiparmak, Helen M Shields· Primary Health Care Research...· 0 citations