Impact of Interprofessional Education on Interprofessional Attitudes of Nursing and Medical Students: A quasi-experimental study

Evaluating an interprofessional learning intervention for medical and nursing students in simulated critical-care settings

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.

Perceptions of interprofessional education among medical and dental students in the United Arab Emirates: a cross-sectional study.

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.

Attitudes Toward Interprofessional Education Among Students of Oral Health Care in Finland-A Cross-Sectional Study.

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.

Interprofessional education with medicine and physician associate students enhances the understanding of roles and responsibilities and highlights the importance of collaborative practice-a mixed‑methods study.

Interprofessional education (IPE) plays a key role in preparing healthcare professionals for future collaborative practice. We explored the attitudes of first-year medical and physician associate (PA) students toward the team approach to care. Students participated in three IPE sessions, using cases designed to prompt discussion regarding professional roles, responsibilities, and team dynamics. We explored the impact of the sessions using the Students Perceptions of Interprofessional Clinical Education-Revised (SPICE-R2) instrument and focus groups. Fifty students completed the presurvey, and 48 students completed the postsurvey. There were increases in mean scores related to "teamwork and collaboration," "roles and responsibilities," and "patient outcomes." Focus group data suggested that both medical and PA students agreed that their education benefitted from the IPE sessions and that their ability to practice effectively as part of an interprofessional team would be enhanced as a result. Many students admitted to not having a clear understanding of their respective roles before the sessions and agreed that care delivered as part of an interprofessional team would positively impact patient care and reduce healthcare costs. The sessions helped students to understand their respective roles and responsibilities, and the importance of collaborative practice in improving patient outcomes.

Perception of Undergraduate Nursing Students Regarding Non-Academic Factors Influencing the Development of Empathy: A Cross-Sectional Study

Objective: Empathy is a cornerstone of nursing care, yet its development is often influenced by factors outside the formal curriculum. The ability to understand and share a patient’s perspective is vital for building trust and improving care outcomes. This study aimed to explore the perception of undergraduate nursing students regarding non-academic factors influencing their development of empathy. Materials and Methods: A quantitative approach with a cross-sectional descriptive design was adopted. Convenience sampling was used to collect data from 200 undergraduate nursing students (across first, third, fifth, and eighth semesters) from four selected nursing colleges in Ernakulam. Data were collected using a socio-demographic data sheet and the Perceived Non-Academic Influences on Empathy Scale (PNAIES). The Cronbach’s score is 0.8 for the present tool. Results: The majority of undergraduate nursing students (76%) reported that non-academic factors had a moderate influence, 12.5% of students reported strong influence, and 11.5% reported low influence on their empathy development. Family and upbringing factors were perceived to have the highest influence (50.4%), while technology and media exposure were perceived to have the least influence (24.8%). Conclusion: The findings highlight that personal background, specifically family and upbringing, plays a more significant role in shaping a student’s empathetic capacity than modern environmental factors like technology. Peer dynamics and clinical exposure are also vital in fostering compassionate professional behavior. Nursing education should acknowledge these diverse personal backgrounds to better support students' professional development and therapeutic relationships.

Interprofessional education curriculum and the knowledge of interdisciplinarity and multidisciplinary among undergraduate dental students