Atwa Hani, Abouzeid Enjy, Hassan Nahla, Abdel Nasser Asmaa
Medical Education Department, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Kingdom of Bahrain.
Medical Education Department, Faculty of Medicine, Suez Canal University, Ismailia, Egypt.
Adv Med Educ Pract. 2023 Mar 11;14:215-223. doi: 10.2147/AMEP.S402730. eCollection 2023.
In interprofessional learning, students from different professions learn about, from, and with each other so that they can collaborate effectively, deliver high-quality healthcare, and achieve positive health outcomes. This study aimed to explore the readiness of students from four health professions education programs for interprofessional learning.
A cross-sectional descriptive study was carried out on 339 students. The Readiness for Interprofessional Learning Scale (RIPLS) was used to collect data. Descriptive statistics were used. Paired-samples -test and ANOVA test were used to compare the responses of participants. Correlations between dependent and independent variables were explored by Pearson's correlation test. The statistical significance level was set at p < 0.05.
The reliability study of the collected data showed excellent internal consistency (Cronbach's ɑ = 0.819). Results revealed a statistically significant difference between the responses of students from the four programs regarding the "Roles and Responsibilities" subscale (p = 0.000). A statistically significant difference between male and female students regarding two statements within the "Teamwork and Collaboration" subscale and one statement within the "Negative Professional Identity" subscale (p < 0.05) was also detected. The correlation study showed a weak but statistically significant correlation between RIPLS mean scores and the students' study program (p < 0.015).
In conclusion, the students showed readiness for IPL as evidenced by their positive perception of the interprofessional learning concepts.
在跨专业学习中，来自不同专业的学生相互学习、相互借鉴并共同学习，以便他们能够有效地协作，提供高质量的医疗服务，并取得积极的健康成果。本研究旨在探讨四个健康专业教育项目的学生对跨专业学习的准备情况。
对339名学生进行了横断面描述性研究。使用跨专业学习准备量表（RIPLS）收集数据。采用描述性统计方法。使用配对样本t检验和方差分析来比较参与者的回答。通过皮尔逊相关检验探索因变量和自变量之间的相关性。统计显著性水平设定为p < 0.05。
所收集数据的信度研究显示出良好的内部一致性（克朗巴哈α系数 = 0.819）。结果显示，四个项目的学生在“角色与职责”子量表的回答上存在统计学显著差异（p = 0.000）。在“团队合作与协作”子量表中的两条陈述以及“负面职业认同”子量表中的一条陈述上，男女生之间也存在统计学显著差异（p < 0.05）。相关性研究表明，RIPLS平均得分与学生的学习项目之间存在微弱但统计学显著的相关性（p < 0.015）。
总之，学生对跨专业学习表现出了准备就绪的状态，这从他们对跨专业学习概念的积极认知中得到了证明。
