Students' readiness for and perception of Interprofessional learning: a cross-sectional study.
BMC Med Educ
; 20(1): 390, 2020 Oct 29.
Article
em En
| MEDLINE
| ID: mdl-33121482
BACKGROUND: Several studies reported that Inter-professional Education (IPE) plays a major role in creating an effective collaborating environment in healthcare settings to achieve high-quality patient care. This study measured the College of Applied Medical Sciences (CAMS) students' readiness for and perceptions of IPE. METHODS: A cross-sectional study was conducted with 232 undergraduate students in Riyadh, using a stratified random sampling method. All the undergraduate students of CAMS were included. Two previously validated questionnaires, the Interdisciplinary Education Perception Scale (IEPS) and the Readiness for Interprofessional Learning Scale (RIPLS) were used in the study. RESULTS: The mean score for the RIPLS was 86.8. The Tukey post-hoc test score was significantly higher comparing the Occupational Therapy and the Respiratory Therapy programs. There was no difference between the overall RIPLS and subscales between male and female students as well as senior and junior students. For the IEPS, the mean score was 77.7. The Tukey post-hoc test score was significantly higher in the Occupational Therapy and Respiratory Therapy programs. CONCLUSION: The current study indicated that the Applied Medical Sciences' students demonstrated readiness for IPE as an important element in creating collaborative teamwork in their programs. The early incorporation of IPE in the pre-professional years will enhance collaboration in management and patient care.
Palavras-chave
Texto completo:
1
Coleções:
01-internacional
Base de dados:
MEDLINE
Assunto principal:
Estudantes de Ciências da Saúde
/
Estudantes de Medicina
Tipo de estudo:
Observational_studies
/
Prevalence_studies
Limite:
Female
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Humans
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Male
Idioma:
En
Revista:
BMC Med Educ
Assunto da revista:
EDUCACAO
Ano de publicação:
2020
Tipo de documento:
Article
País de afiliação:
Arábia Saudita
País de publicação:
Reino Unido