Interprofessional Collaborative Clinical Practice in Medicine and Pharmacy: Measure of Student Perceptions Using the SPICE-R2F Instrument to Bridge Health-Care Policy and Education in France

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.

Variations in measurement of interprofessional core competencies: a systematic review of self-report instruments in undergraduate health professions education

Educating health care professionals for working in interprofessional teams is a key preparation for roles in modern healthcare. Interprofessional teams require members who are competent in their roles. Self-assessment instruments measuring interprofessional competence (IPC) are widely used in educational preparation, but their ability to accurately and reliably measure competence is unknown. We conducted a systematic review to identify variations in the characteristics and use of self-report instruments measuring IPC. Following a systematic search of electronic databases and after applying eligibility criteria, 38 articles were included that describe 8 IPC self-report instruments. A large variation was found in the extent of coverage of IPC core competencies as articulated by the Interprofessional Education Collaborative. Each instrument's strength of evidence, psychometric performance and uses varied. Rather than measuring competency as "behaviours", they measured indirect proxies for competence, such as attitudes towards core interprofessional competencies. Educators and researchers should identify the most appropriate and highest-performing IPC instruments according to the context in which they will be used.Systematic review registration: Open Science Framework (https://archive.org/details/osf-registrations-vrfjn-v1).