Tan-Linugao Ruvi-Ann D, Falguera Charlie C
Extension Campus in South Cotabato, School of Health Sciences, University of the Philippines Manila, Koronadal City, South Cotabato, Philippines.
Midwifery Department, School of Health Sciences, University of the Philippines Manila, Palo, Leyte, Philippines.
Acta Med Philipp. 2025 Jul 15;59(9):90-97. doi: 10.47895/amp.vi0.10717. eCollection 2025.
Interprofessional education (IPE) is a kind of education that fosters an environment of teamwork and collaboration among various healthcare professionals, such as midwives, nurses, and doctors. Identifying midwifery, nursing, and medical students' IPE readiness, perception, and attitude is critical to formally and effectively implement IPE programs in the curriculum.
This study determined the readiness, perception, and attitude for IPE and the relationships between them, including the personal characteristics of the Midwifery, Nursing, and Doctor of Medicine students enrolled in a stepladder and community-based health science tertiary institution in the Philippines.
A descriptive cross-sectional design was employed involving 166 students selected through a stratified random sampling technique who were drawn from the three health programs. The Readiness for Interprofessional Learning Scale (RIPLS), Interdisciplinary Education Perception Scale (IEPS), and Interprofessional Attitude Scale (IPAS) were used to assess students' readiness, perception, and attitude toward IPE, respectively. Pearson's r-moment correlation, t-test, and one-way ANOVA were used to determine correlations between the variables.
High scores were demonstrated on the students' readiness, perception, and attitude toward IPE. A significant correlation was found between prior exposure and readiness to IPE. Further, a significant and positive correlation was found between the students' readiness, perception, and attitude toward IPE. Preparing students for interdisciplinary learning may promote positive perceptions and attitudes.
Midwifery, nursing, and medical students had a high readiness, perception, and attitude toward IPE. IPE readiness, perception, and attitude were correlated to one another. The study recommends formally incorporating IPE in the stepladder and community-based curriculum, such as embedding IPE concepts and competencies in the program specifications.
跨专业教育（IPE）是一种培养助产士、护士和医生等各类医疗专业人员之间团队合作环境的教育方式。识别助产、护理和医学专业学生对跨专业教育的准备情况、认知和态度，对于在课程中正式且有效地实施跨专业教育项目至关重要。
本研究确定了参与菲律宾一所阶梯式社区健康科学高等院校的助产、护理和医学专业学生对跨专业教育的准备情况、认知和态度，以及它们之间的关系，包括这些学生的个人特征。
采用描述性横断面设计，通过分层随机抽样技术从三个健康专业项目中选取了166名学生。分别使用跨专业学习准备量表（RIPLS）、跨学科教育认知量表（IEPS）和跨专业态度量表（IPAS）来评估学生对跨专业教育的准备情况、认知和态度。使用皮尔逊积差相关、t检验和单因素方差分析来确定变量之间的相关性。
学生对跨专业教育的准备情况、认知和态度得分较高。发现先前接触与跨专业教育准备情况之间存在显著相关性。此外，学生对跨专业教育的准备情况、认知和态度之间存在显著正相关。让学生为跨学科学习做好准备可能会促进积极的认知和态度。
助产、护理和医学专业学生对跨专业教育有较高的准备情况、认知和态度。跨专业教育的准备情况、认知和态度相互关联。该研究建议在阶梯式社区课程中正式纳入跨专业教育，例如将跨专业教育概念和能力嵌入课程规范中。
