Studentsʹ readiness for and perception of inter-professional learning: A cross-sectional study

SummaryBackground professional education is a critical pedagogical approach aiming at preparing healthcare students for providing patient care in a collaborative team atmosphere. ives estigate the readiness for and perception of inter-professional learning and their relationship among healthcare students. a correlational, cross-sectional study. ipants ndred and fifty undergraduate medical, B.Sc. nursing, and B.Sc. science in surgical technology students participated in this study. g and Samples mples were selected from the colleges affiliated to Shiraz University of Medical Sciences using stratified random sampling. s adiness for Inter-Professional Learning Scale (RIPLS) and Interdisciplinary Education Perception Scale (IEPS) were used to measure the readiness for and perception of inter-professional leaning. The data were analyzed using One-way Analysis of Variance (ANOVA) and independent sample T-test. s tal mean scores of readiness for and perception of inter-professional learning were 82.40 (SD = 23.16) and 74.04 (SD = 14.26), respectively. Besides, the medical studentsʹ total mean score of readiness was significantly lower than that of the nursing and science in surgical technology students (F = 76.73, P < 0.0001). The results showed a significant difference between the current years of study regarding RIPLS and IEPS (P < 0.0001). Also, a significant difference was demonstrated among the three fields concerning IEPS and its four subscales. Moreover, the total score of RIPLS was associated with that of IEPS (r = 0.43, P < 0.0001). sion tudy indicated that the medical students had the lowest RIPLS. In addition, the nursing students reported the lowest IEPS; therefore, this groupʹs curriculum is suggested to be revised. For evidence based practice, other studies are recommended to improve inter-professional learning.