Jan 2026· International Journal of Dentistry· Vol 2026· 0 citations· 13 references
Medicine
TL;DR
Students exhibited a high baseline readiness for interprofessional learning, reflecting positive attitudes toward teamwork and collaboration, and long‐term and integrated IPE initiatives are recommended to strengthen collaborative competencies and measure sustained changes in readiness.
Abstract
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.
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
Introduction Interprofessional collaboration between nurses and physicians is essential for effective patient care, safe clinical workflows, and patient-centered outcomes. Despite its importance, interprofessional knowledge is insufficiently integrated into German medical education, potentially limiting students’ readiness for collaborative practice and their understanding of professional roles in clinical settings. This study explored how medical students perceive nurses’ work, nursing-related learning experiences, and interprofessional collaboration and Role Understanding within undergraduate medical education. Methods Fourteen medical students (1st–6th year) at the University of Magdeburg participated in semi-structured interviews recruited using purposive sampling to ensure variation across study years. Transcripts were analyzed using Mayring’s qualitative content analysis to identify categories and themes. Analytical rigor was ensured through independent coding and interdisciplinary validation in a research workshop. Results Seven themes were identified: Interprofessional Collaboration and Role Understanding, First Clinical Experiences, Nursing During the Practicum, Nursing-Related Learning Experiences During Medical School, Desired Nursing-Related Learning Experiences, Importance of Nursing, and Patient Well-being. The mandatory nursing practicum emerged as a key formative experience shaping early interprofessional role understanding. Students reported variability in supervision and structure, alongside limited curricular integration of nursing content. While interprofessional collaboration was considered essential, participants expressed uncertainty regarding nursing roles and responsibilities and emphasized the need for structured opportunities for interprofessional and nursing-related learning, including clinical skills, communication, and management of complex patient situations. Conclusion Medical students’ perceptions of nursing are strongly shaped by early and variably structured clinical experiences, particularly the nursing internship. The findings suggest that current medical curricula insufficiently support the systematic development of interprofessional role understanding. The structured integration of nursing-related learning experiences and explicit teaching about nursing roles, nursing-related practical skills and clinical workflows into medical education may strengthen interprofessional collaboration and support patient-centered care.
Lukas Valerius, Jonathan Hagedorn, Christian Albert et al.· Frontiers in Medicine· 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
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.
Pauline Joyce, Michelle O’Toole, Elizabeth Dolan et al.· Journal of Interprofessional...· 0 citations
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.
M. Morule, Mhpe, S. Singh et al.· African Journal of Health Pr...· 0 citations
The increasing population of adults aged 65 and older in the United States highlights the need for health professional students to learn geriatric-specific care models. This study investigates an interprofessional education (IPE) initiative centered around the 5 Ms framework-Mind, Mobility, Medications, Multi-complexity, and Matters Most-designed to improve collaborative approaches in geriatric medication management among medical and pharmacy students. The curriculum was created using Kern's six-step approach and included pre- and post-tests, interactive lectures, and role-play activities. These elements were aimed at enhancing students' understanding of geriatric prescribing and interprofessional collaboration. The program was implemented over two academic years (2023-2024). Data was analyzed using descriptive statistics. A total of 427 medical and pharmacy students participated in the program. Participants demonstrated increased knowledge in geriatric pharmacotherapy, enhanced confidence in their professional roles, and positive changes in attitudes toward interprofessional practice. Despite challenges such as varying student experience levels and assessment limitations, the activity received positive feedback. The session provides insights into bridging educational gaps in geriatric care, emphasizing the value of team-based learning and interprofessional care. In the future, this curriculum could be expanded to include a wider range of health disciplines to further enrich collaborative educational experiences.
Christopher Schimmoeller, Sara Margosian, Amy N. Thompson et al.· Gerontology & Geriatrics Edu...· 0 citations