Interprofessional education and collaborative practice in Kuwait: attitudes and perceptions of health sciences students

Outcomes of interprofessional education for pharmacy students: a systematic review

BACKGROUND

Interprofessional education (IPE) refers to a teaching and learning method in which students from two or more professions learn about, from, and with each other to enable effective collaboration and improve health outcomes. A systematic review was performed to investigate the current practice and the effectiveness of IPE in pharmacy education.

METHODS

Databases including PubMed, Embase, Cochrane Library, Medline, China National Knowledge Infrastructure, VIP China Science and Technology Journal, and WanFang were searched from inception to September 20, 2024, using search terms such as interprofessional, interdisciplinary, multidisciplinary, IPE, pharmacy, and pharmaceutical education. Studies were screened and included if they were randomized controlled trials (RCTs) or cohort studies reporting the outcome differences between pharmacy students participating in IPE activities and those receiving lecture-based learning. Reporting quality was evaluated using the Cochrane Risk of Bias Assessment Tool 2 and the Newcastle Ottawa Scale. Detailed information including the studies' general information, research methods, and results were collected. Primary outcomes including pharmacy students' interprofessional competence, readiness for and attitudes towards IPE, class satisfaction, and professional knowledge were analyzed with meta-analysis or reported descriptively.

RESULTS

Seven RCTs and seven cohort studies were included in the systematic review. Eight studies reported that IPE demonstrated a positive impact on pharmacy students' interprofessional competence (p < 0.05). Three studies showed that IPE enhanced students' readiness for participating in interprofessional learning (p < 0.05). Four studies revealed that IPE significantly improved the attitude of pharmacy students towards IPE (p < 0.0001). The meta-analysis of the two cohort studies showed that IPE significantly improved the Attitudes Towards Health Care Teams (ATHCT) scale scores (SMD = 0.41, 95% CI = 0.22-0.60). Students who participated in IPE activities were generally satisfied with the course (average score > 4.0 out of 5.0). Apart from embedded in courses, some novel IPE programs were conducted, such as outpatient clinics operated by interprofessional students.

CONCLUSIONS

The study revealed that IPE was widely used in pharmacy education. IPE enhanced pharmacy students' interprofessional competence, class satisfaction, and their readiness for and attitudes towards interprofessional learning. The effect of IPE on professional knowledge remained controversial across studies.

Perceptions and influencing factors of interprofessional collaboration in final-year health science students

Interprofessional education (IPE) is vital for preparing a competent health workforce. Despite the proven benefits of interprofessional collaborative practice (IPCP), barriers to its implementation persist. Given the importance of health professionals' perspectives for IPCP success, we investigated the perceptions of IPCP among final-year health science students at Khon Kaen University, Thailand, while they transition into practice. A cross-sectional online survey conducted from February to April 2023 included 989 students across six health science disciplines, with a response rate of 57.8%. Using the SPICE-R2 questionnaire on a five-point Likert-type scale, we assessed perceptions related to interprofessional teamwork, roles and responsibilities, and patient outcomes. Results showed significant diversity in IPCP perceptions and experiences with IPE. Nursing students consistently demonstrated the highest IPCP perceptions, while medical and public health students scored the lowest. Positive perceptions about IPCP were notably associated with nursing students and those satisfied with the learning process. Dentistry students and those with IPE experience also exhibited more favorable views on teamwork. This study suggests the need to address disparities in IPCP perceptions among student groups, which is essential for enhancing interprofessional collaboration in future health professionals.

Availability of residents and preceptors for interprofessional practices: mixed methods study

BACKGROUND

(1) The level of availability influences hospital interprofessional practices.

BACKGROUND

(2)  Difficulties in interprofessional communication impede collaborative practices.

BACKGROUND

(3)  There is resistance to the adoption of interprofessional practices related to education.

BACKGROUND

(4)  Residencies are important spaces to develop interprofessional practices.

to evaluate the level of availability of residents and preceptors for interprofessional practices.

mixed methods study of the concurrent triangulation type, carried out with residents and preceptors of a hospital Multiprofessional Residency in Health.

more than 90% (n=186) of participants are highly available for interprofessional practices. However, practices instituted during undergraduate studies and the professional profile of those involved, especially with regard to the lack of communication between professions and openness to dialogue, were indicated as difficulties in implementing interprofessionality in the scenario investigated, which may negatively influence the availability of residents and preceptors.

although residents and preceptors have high availability for the development of interprofessionality, certain factors make its implementation difficult, hindering collaborative work.

Exploring dental and oral hygiene students' interprofessional readiness: a cross-sectional study in joint paediatric outreach training

BACKGROUND

Interprofessional education is vital in oral healthcare education and should be integrated into both theoretical and work-based education. Little research addresses interprofessional education in dental hands-on training in authentic oral healthcare settings. The aim of the study was to examine the readiness and attitudes of dental and oral hygiene students towards interprofessional education during joint paediatric outreach training.

METHODS

In the spring of 2022, a cross-sectional study was done involving dental and oral hygiene students using the Readiness for Interprofessional Learning Scale (RIPLS) during joint paediatric outreach training. The 19-item tool was answered on a five-point Likert scale (1 = strongly disagree, 2 = disagree, 3 = neutral, 4 = agree, and 5 = strongly agree). Means, standard deviations, minimums, maximums, and medians were calculated for each subscale and overall score. Students grouped according to their categorical variables were compared for statistically significant differences. The Mann-Whitney U-test was used for groups of two and the Kruskal-Wallis one-way analysis for groups of three or more. The internal consistency of the scale was measured with Cronbach's alpha. Statistical level was set at 0.05.

RESULTS

The survey included 111 participants, consisting of 51 oral hygiene students and 60 dental students, with a response rate of 93%. The questionnaire yielded a high overall mean score of 4.2. Both oral hygiene (4.3) and dental students (4.2) displayed strong readiness for interprofessional education measured by the RIPLS. The subscale of teamwork and collaboration achieved the highest score of 4.5. Students lacking prior healthcare education or work experience obtained higher RIPLS scores. Oral hygiene students rated overall items (p = 0.019) and the subscales of positive professional identity (p = < 0.001) and roles and responsibilities (p = 0.038) higher than dental students. The Cronbach's alpha represented high internal consistency for overall RIPLS scores on the scale (0.812).

CONCLUSIONS

Both oral hygiene and dental students perceived shared learning as beneficial and showcased high readiness for interprofessional education, as evident in their RIPLS scores. Integrating interprofessional learning into oral hygiene and dental curricula is important. Studying together can form a good basis for future working life collaboration.

Development and implementation of interprofessional education activity among health professions students in Jordan: A pilot investigation

Implementing interprofessional education (IPE) in health professions curricula requires considerations of students' attitudes and readiness. Interventional studies that assess students' perceptions about IPE are needed. As IPE is an emerging concept in Jordan, our study aimed at exploring the attitudes of health profession students about IPE and collaborative practice before and after implementing an IPE activity. Students completed the validated Interprofessional Attitudes Scale (IPAS) before and after completing a 3-hour interprofessional activity. Students' attitudes toward IPE were compared using the subscales and total IPAS scores. A total of 41 health profession students attending the professional health programs of Doctor of Pharmacy, Medicine, Nursing, Nutrition, or Pharmacy completed IPAS before and after conducting the interprofessional activity. Students reported positive attitudes toward IPE prior to the activity. Significant increases were observed in IPAS scores from pre- (median [interquartile range: IQR] score = 4.19 [0.61]) to post-activity (median [IQR] = 4.48 [0.65]), and in its subscales (teamwork, roles and responsibilities, diversity and ethics, and community-centeredness). Students' experience with the IPE activity was positive and optimistic. The findings revealed for the first time the perception and readiness of health profession students toward IPE and collaborative practice in Jordan. This readiness can help draw a path for strategic integration of IPE in health profession curricula.