de Barros Thales Guardia, Dos Santos Emerson Roberto, de Souza Menezes João Daniel, da Silva Matheus Querino, Ribeiro Filho Marco Antonio, Ferreira Fabio Argollo, Moura Gonzalez Lucas Antonio, Da Silva Aparecida Custódio, Trindade Izabelle Pereira, Takahashi Luana Mari, de Arnaldo Silva Rodrigues Castro Natalia Almeida, Dos Santos Loiane Letícia, de Freitas Camila Borge, de Oliveira Natália Aparecida, Martinez William Donegá, Quitério Alex Bertolazzo, de Deus Silva Ana Julia, Maciel Lopes Luiz Otávio, Maciel Lopes Sônia Maria, Lázaro Camila Aline, Fabris Maria Laura, Bianchin Maysa Alahmar, de Araújo Filho Gerardo Maria, Móz Denise Cristina, Oliani Vaz, Oliani Antônio Hélio, Bonifácio Neuza Alves, Michelin Aparecida de Fátima, Sabadoto Brienze Vânia Maria, André Júlio César, Fucuta Patrícia da Silva
FAMERP- Faculty of Medicine of São José do Rio Preto, Brazil.
Santa Casa de Misericórdia de Votuporanga, Votuporanga, São Paulo, Brazil.
PLoS One. 2025 Sep 9;20(9):e0319633. doi: 10.1371/journal.pone.0319633. eCollection 2025.
Interprofessional Education (IPE) is widely recognized as essential for fostering collaborative healthcare practices and improving patient outcomes. Despite its acknowledged importance, there remains a notable scarcity of longitudinal research assessing medical students' readiness for IPE across distinct educational stages, particularly within diverse global contexts like Brazil.
This study sought to address this gap by longitudinally mapping and analyzing the evolution of medical students' readiness for interprofessional learning throughout their academic training at a Brazilian university.
Employing a quantitative longitudinal design, 53 medical students from the 2021 cohort completed the validated Readiness for Interprofessional Learning Scale (RIPLS) at three critical time points: upon university entry (2021), at the conclusion of the basic science cycle (2022), and at the end of the clinical cycle (2024). Temporal changes were assessed using repeated measures analysis of variance (ANOVA).
Significant global differences were observed over time in the "Teamwork and collaboration" and "Patient-centered care" dimensions. Specifically, "Patient-centered care" exhibited a non-linear pattern, characterized by an initial increase followed by a subsequent decrease. In contrast, the "Professional identity" dimension demonstrated remarkable stability across all measurement points.
These findings reveal the complex and dynamic nature of interprofessional readiness development during medical education. They strongly advocate for the early introduction of IPE, coupled with sustained and adaptive interventions throughout the entire educational continuum, particularly to address fluctuations in patient-centered attitudes and to foster an interprofessional identity from the outset. This study offers crucial empirical insights for optimizing IPE strategies and preparing future physicians for collaborative practice.
跨专业教育（IPE）被广泛认为对于促进协作性医疗实践和改善患者治疗效果至关重要。尽管其重要性已得到认可，但评估医学生在不同教育阶段对IPE的准备情况的纵向研究仍然显著匮乏，尤其是在巴西等不同的全球背景下。
本研究旨在通过纵向描绘和分析巴西一所大学医学生在整个学术培训过程中对跨专业学习的准备情况的演变来填补这一空白。
采用定量纵向设计，来自2021级的53名医学生在三个关键时间点完成了经过验证的跨专业学习准备量表（RIPLS）：大学入学时（2021年）、基础科学课程结束时（2022年）以及临床课程结束时（2024年）。使用重复测量方差分析（ANOVA）评估时间变化。
随着时间的推移，在“团队合作与协作”和“以患者为中心的护理”维度上观察到显著的总体差异。具体而言，“以患者为中心的护理”呈现出非线性模式，其特征是先增加后减少。相比之下，“专业身份”维度在所有测量点上都表现出显著的稳定性。
这些发现揭示了医学教育期间跨专业准备发展的复杂和动态性质。它们强烈主张尽早引入IPE，并在整个教育连续过程中进行持续和适应性干预，特别是要应对以患者为中心态度的波动，并从一开始就培养跨专业身份。本研究为优化IPE策略和为未来医生的协作实践做好准备提供了关键的实证见解。
