Yasin Haya, Palaian Subish, Shankar Pathiyil Ravi, Nallamilli Sridevi
Department of Pharmaceutical Sciences, College of Pharmacy and Health Sciences, Ajman University, Ajman, United Arab Emirates.
Discipline of Pharmaceutical Sciences, School of Pharmaceutical Sciences, University Sains Malaysia, Penang, Malaysia.
J Multidiscip Healthc. 2023 Apr 26;16:1141-1149. doi: 10.2147/JMDH.S395320. eCollection 2023.
Inter-Professional Education (IPE) is an educational engagement between students from two or more professions possibly leading to better collaboration among them in the future workplace. Several organizations have advocated, developed, and updated guidelines for IPE.
This study was aimed at assessing the medical, dental, and pharmacy students' readiness toward interprofessional education (IPE), and to identify the association between readiness and the demographic profile of students in a university in the United Arab Emirates (UAE).
A cross-sectional questionnaire-based exploratory study involving 215 medical, dental, and pharmacy students at Ajman University, UAE, using convenience sampling. The survey questionnaire (Readiness for Interprofessional Learning Scale, RIPLS) had a total of 19 statements. The first 9 items were related to "teamwork and collaboration", items 10-16 were related to "professional identity", and the remaining three (items 17-19) were related to "roles and responsibilities". The individual statements' median (IQR) scores were calculated and the total scores were compared with the demographic characteristics of the respondents with suitable non-parametric tests at alpha=0.05.
Altogether, 215 undergraduate students (medical (n= 35)), pharmacy (n=105), and dental (n=75) responded to the survey. The median (IQR) score for the 19 individual statements was '5 (4-5)' for 12 of the statements. The total scores and domain-specific scores (teamwork and collaboration, professional identity, and roles and responsibilities) according to respondents' demography showed significant differences only in the case of the educational stream with professional identity score (p=<0.001), and the total RIPLS score (p=0.024). Further, post hoc pairwise comparison showed a significant difference between medicine-pharmacy (p<0.001), and dentistry-medicine (p=0.009), for professional identity, and medicine-pharmacy (p=0.020) for the total RIPLS score.
A high readiness score among students offers the possibility of conducting IPE modules. A favorable attitude can be considered by curriculum planners while initiating IPE sessions.
跨专业教育（IPE）是指两个或更多专业的学生之间的教育互动，这可能会使他们在未来的工作场所中更好地协作。几个组织已经倡导、制定并更新了IPE指南。
本研究旨在评估医学、牙科和药学专业学生对跨专业教育（IPE）的准备情况，并确定阿联酋一所大学中学生的准备情况与人口统计学特征之间的关联。
采用便利抽样法，对阿联酋阿治曼大学的215名医学、牙科和药学专业学生进行了一项基于问卷调查的横断面探索性研究。调查问卷（跨专业学习准备量表，RIPLS）共有19条陈述。前9项与“团队合作与协作”相关，第10 - 16项与“职业认同”相关，其余三项（第17 - 19项）与“角色与职责”相关。计算各条陈述的中位数（四分位间距）得分，并使用合适的非参数检验将总分与受访者的人口统计学特征进行比较，显著性水平α = 0.05。
共有215名本科生（医学专业（n = 35）、药学专业（n = 105）和牙科专业（n = 75））参与了调查。19条陈述中，有12条陈述的中位数（四分位间距）得分为“5（4 - 5）”。根据受访者人口统计学特征得出的总分和特定领域得分（团队合作与协作、职业认同和角色与职责）仅在教育专业流方面存在显著差异，职业认同得分（p < 0.001）以及RIPLS总分（p = 0.024）。此外，事后两两比较显示，在职业认同方面，医学与药学专业之间存在显著差异（p < 0.001），牙科与医学专业之间存在显著差异（p = 0.009）；在RIPLS总分方面，医学与药学专业之间存在显著差异（p = 0.020）。
学生的高准备得分提供了开展IPE模块的可能性。课程规划者在启动IPE课程时可以考虑学生的积极态度。
