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Hani Atwa,1,2 Enjy Abouzeid,2,3 Nahla Hassan,2 Asmaa Abdel Nasser2,4 1Medical Education Department, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Kingdom of Bahrain; 2Medical Education Department, Faculty of Medicine, Suez Canal University, Ismailia, Egypt; 3Faculty of Medicine, Ulster University, Londonderry, UK; 4Health Professions Education Center, Ibn Sina National College for Medical Studies, Jeddah, Saudi ArabiaCorrespondence: Hani Atwa, Medical Education Department, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Kingdom of Bahrain, Tel +97335635809, Email hanysma@agu.edu.bh; doctorhani2000@yahoo.comBackground: 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.Methods: 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 t-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.Results: 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).Conclusion: In conclusion, the students showed readiness for IPL as evidenced by their positive perception of the interprofessional learning concepts.Keywords: RIPLS, interprofessional learning, health professions students, readiness for interprofessional learning |
