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Interprofessional Education (IPE) aims to improve students' attitudes towards collaboration, teamwork, and leads to improved patient care upon graduation. However, the best time to introduce IPE into the undergraduate curriculum is still under debate. We used a mixed-methods design based on a sequential explanatory model. Medical students from all six years at the University of Bern, Switzerland (n = 683) completed an online survey about attitudes towards interprofessional learning using a scale validated for German speakers (G-IPAS). Thirty-one medical students participated in nine semi-structured interviews focusing on their experience in interprofessional learning and on the possible impact it might have on their professional development. Women showed better attitudes in the G-IPAS across all years (p = 0,007). Pre-clinical students showed more positive attitudes towards IPE [Year 1 to Year 3 (p = 0.011)]. Students correctly defined IPE and its core dimensions. They appealed for more organized IPE interventions throughout the curriculum. Students also acknowledged the relevance of IPE for their future professional performance. These findings support an early introduction of IPE into the medical curriculum. Although students realise that interprofessional learning is fundamental to high-quality patient care, there are still obstacles and stereotypes to overcome. ISRCTN 41715934.

To evaluate the learning outcomes of an IPE program for nursing students in relation to theoretical knowledge, interprofessional collaborative practice competency and nursing core competency and their learning experiences. Simulation-based interprofessional education (IPE) is an effective method for developing students’ collaborative skills. Nursing students have limited opportunities to learn with healthcare professionals. This was a convergent mixed-methods study. The quantitative component used a quasi-experimental design. The experimental group (IPE group) participated in an IPE program with an acute chest pain model in an Emergency Medicine and Nursing course. The learning outcomes were evaluated using a knowledge test, IPE collaborative competence assessment tool and nursing core competence instrument. The qualitative component comprised written reflections and interviews with students on their learning experiences. Among the 117 participants, IPE group showed significantly higher scores on the knowledge test (B = 1.93, p = .001), interprofessional education collaborative competency (B = 0.31, p = .001) and nursing core competence (B = 0.25, p = .027) than the control group. The qualitative interviews with 14 students identified the following themes of learning experiences: enhancement of effective communication within healthcare teams; integration of knowledge with clinical practice; familiarization with the professional roles of team members; strengthening decision-making skills; and the establishment of interprofessional collaborative care abilities. The learning outcomes of a simulation-based IPE program for nursing students demonstrated enhanced core competencies for interprofessional collaborative practice. Simulation-based IPE is a useful teaching method that should be actively promoted across healthcare disciplines. •IPE enhances students’ theoretical knowledge, interprofessional collaborative practice abilities, and core nursing competencies.•IPE helps students reflect on values, ethics, roles, communication, and teamwork in collaborative care.•Qualitative IPE learning experiences enrich students' grasp of communication, theory, roles, decisions, and teamwork in care.

Background Interprofessional Education (IPE) is essential in improving patient outcomes by promoting teamwork and collaboration among healthcare professionals. This study aimed to assess the impact of IPE on developing clinical competencies and collaborative practices in Egyptian intensive care units (ICUs). The core modules focused on managing antibiotic resistance, venous thromboembolism (VTE), and mechanical ventilation (MV), chosen for their high prevalence in Egyptian ICUs and significant impact on patient outcomes. Methods The IPE program was implemented across seven governorates, involving 16 hospitals and multidisciplinary ICU teams. It was conducted in two consecutive four-month waves, each covering the three core modules. Participants included physicians, clinical pharmacists, and ICU nurses. To enhance efficacy, a blended learning approach combined virtual webinars, case-based discussions, and in-person workshops. Data collection included pre- and post-tests, a post-training satisfaction survey, and the Interdisciplinary Education Perception Scale (IEPS) to assess competency improvements. Results The IPE program included 157 participants, with 79 in wave 1 and 78 in wave 2. Physicians were mostly male (47.2%) and older (> 40 years), while clinical pharmacists and ICU nurses were younger and predominantly female (89.6% and 75.7%, respectively). For exam performance, clinical pharmacists had the highest excellence rate (22.4%), while ICU nurses had the highest failure rate (40.5%). Post-training, interprofessional competence improved significantly, with physicians showing the greatest competency gains ( p  < 0.05) and clinical pharmacists playing a key role in antibiotic resistance management ( p  = 0.029). Overall satisfaction was high across modules, increasing from 79.8% in Module 1 to 90.5% in Module 3. Higher satisfaction was observed among females (up to 89.5%), participants aged 30–40 (92.6% in Module 2), and those who received sufficient program information ( p  = 0.011), with lecturers median score rated consistently 5.0, while material satisfaction median score varied (4.0–4.8). Conclusions The IPE program improved interprofessional collaboration and clinical competency, despite challenges such as participant dropout, scheduling conflicts, and engagement in virtual sessions. By addressing issues like antimicrobial resistance and critical care management, it provides a practical model for improving healthcare outcomes, particularly in resource-limited settings. This program is a preliminary step, with plans to expand to more hospitals in Egypt and conduct further research on its long-term impact on patient outcomes and potential for replication in healthcare systems worldwide. Clinical trial number Not applicable.

ObjectivesTo investigate nursing and medical students’ readiness for interprofessional learning before and after implementing geriatric interprofessional education (IPE), based on problem-based learning (PBL) case scenarios. To define the optimal number of geriatric IPE sessions, the size and the ratio of participants from each profession in the learner groups, the outcomes related to the Kirkpatrick four-level typology of learning evaluation, students’ concerns about joint learning and impact of geriatric IPE on these concerns. The study looked at the perception of roles and expertise of the ‘other’ profession in interprofessional teams, and students’ choice of topics for future sessions. Students’ expectations, experience, learning points and the influence on the understanding of IP collaboration, as well as their readiness to participate in such education again were investigated.DesignA controlled before–after study (2014/2015, 2015/2016) with data collected immediately before and after the intervention period. Study includes additional comparison of the results from the intervention with a control group of students. Outcomes were determined with a validated ‘Readiness for Interprofessional Learning’ questionnaire, to which we added questions with free comments, combining quantitative and qualitative research methods. The teaching sessions were facilitated by experienced practitioners/educators, so each group had both, a clinician (either geratology consultant or registrar) and a senior nurse.Participants300 medical, 150 nursing students.SettingTertiary care university teaching hospital.ResultsAnalysis of the returned forms in the intervention group had shown that nursing students scored higher on teamwork and collaboration post-IPE (M=40.78, SD=4.05) than pre-IPE (M=34.59, SD=10.36)—statistically significant. On negative professional identity, they scored lower post-IPE (M=7.21, SD=4.2) than pre-IPE (M=8.46, SD=4.1)—statistically significant. The higher score on positive professional identity post-IPE (M=16.43, SD=2.76) than pre-IPE (M=14.32, SD=4.59) was also statistically significant. Likewise, the lower score on roles and responsibilities post-IPE (M=5.41, SD=1.63) than pre-IPE (M=6.84, SD=2.75).Medical students scored higher on teamwork and collaboration post-IPE (M=36.66, SD=5.1) than pre-IPE (M=32.68, SD=7.4)—statistically significant. Higher positive professional identity post-IPE (M=14.3, SD=3.2) than pre-IPE (M=13.1, SD=4.31)—statistically significant. The lower negative professional identity post-IPE (M=7.6, SD=3.17) than pre-IPE (M=8.36, SD=2.91) was not statistically significant. Nor was the post-IPE difference over roles and responsibilities (M=7.4, SD=1.85), pre-IPE (M=7.85, SD=2.1).In the control group, medical students scored higher for teamwork and collaboration post-IPE (M=36.07, SD=3.8) than pre-IPE (M=33.95, SD=3.37)—statistically significant, same for positive professional identity post-IPE (M=13.74, SD=2.64), pre-IPE (M=12.8, SD=2.29), while negative professional identity post-IPE (M=8.48, SD=2.52), pre-IPE (M=9, SD=2.07), and roles and responsibilities post-IPE (M=7.89, SD=1.69), pre-IPE (M=7.91, SD=1.51) shown no statistically significant differences. Student concerns, enhanced understanding of collaboration and readiness for future joint work were addressed, but not understanding of roles.ConclusionsEducators with nursing and medical backgrounds delivered geriatric IPE through case-based PBL. The optimal learner group size was determined. The equal numbers of participants from each profession for successful IPE are not necessary. The IPE delivered by clinicians and senior nurses had an overall positive impact on all participants, but more markedly on nursing students. Surprisingly, it had the same impact on medical students regardless if it was delivered to the mixed groups with nursing students, or to medical students alone. Teaching successfully addressed students’ concerns about joint learning and communication and ethics were most commonly suggested topics for the future.

Background Interprofessional education (IPE) is essential for promoting teamwork among healthcare professionals. However, its implementation is often hindered by the limited availability of interprofessional faculty and scheduling challenges in creating high-quality IPE scenarios. While AI tools like ChatGPT are increasingly being explored for this purpose, they have yet to demonstrate the ability to generate high-quality IPE scenarios, which remains a significant challenge. This study examines the effectiveness of GPT-4o, an advanced version of ChatGPT enhanced by novel methodologies, in overcoming these obstacles. Methods This comparative study assessed clinical scenarios generated by GPT-4o using two strategies—standard prompt (a single-step scenario generation without iterative feedback) and iterative refinement (a multi-step, feedback-driven process)—against those crafted by clinical mentors. The iterative refinement method, inspired by actual clinical scenario development, employs a cyclical process of evaluation and refinement, closely mimicking discussions among professionals. Scenarios were evaluated for time efficiency and quality using the Interprofessional Quality Score (IQS), defined as the mean score assigned by multidisciplinary evaluators across five interprofessional criteria: clinical authenticity, team collaboration, educational alignment, appropriate challenge, and student engagement. Results Scenarios developed using the iterative refinement strategy were completed significantly faster than those by clinical mentors and achieved higher or equivalent IQS. Notably, these scenarios matched or exceeded the quality of those created by humans, particularly in areas such as appropriate challenge and student engagement. Conversely, scenarios generated via the standard prompt method exhibited lower accuracy and various other deficiencies. Blinded attribution assessments by students further demonstrated that scenarios developed through iterative refinement were often indistinguishable from those created by human mentors. Conclusions Employing GPT-4o with iterative refinement and role-playing strategies produces clinical scenarios that, in some areas, exceed those developed by clinical mentors. This approach reduces the need for extensive faculty involvement, highlighting AI’s potential to closely align with established educational frameworks and substantially enhance IPE, particularly in resource-constrained settings.

Background Addressing regional disparities in educational resources remains a persistent challenge in medical education. The Online Four-Step Teaching (OFST) method is a structured, team-based, task-driven approach designed to enhance student engagement and learning outcomes sequentially. When combined with Interprofessional Education (IPE), which promotes cross-disciplinary collaboration among healthcare students, OFST has the potential to bridge geographical and disciplinary boundaries. This study evaluates the integration of OFST and IPE in cross-regional physiology instruction and its effectiveness in improving learning outcomes and fostering interprofessional collaboration. Methods 185 undergraduate students from ten majors across four eastern and western Chinese universities participated in an interprofessional OFST. The OFST includes four structured steps: Teacher Guidance, Self-Regulated Learning, Team Learning and Practice, and Experience Sharing. Through online platforms, students from diverse disciplines, including medicine, nursing, pharmacy, and medical imaging, etc. worked collaboratively in interprofessional teams. Guided learning, individual study, and collaborative problem-solving activities were combined with reflective discussions to consolidate knowledge. The international OFST’s effectiveness was assessed using individual quizzes and a survey evaluating learning outcomes, self-regulated learning, teamwork, and interprofessional collaborative learning. Results Correct rates for fundamental and practical application questions increased significantly from 48.3% (72/149) in Quiz 1 to 80.5% (120/149) in Quiz 2 ( P  < 0.001) and 22.8% (34/149) in Quiz 1 to 55.7% (83/149) in Quiz 2 ( P  < 0.001), respectively. Survey results showed that 82.4–94.1% of students believed OFST helped clarify their learning direction, enhance self-regulated learning and teamwork skills, and broaden disciplinary and interprofessional knowledge. Conclusions Integrating OFST with IPE enhances cross-regional and interprofessional collaboration, improves knowledge acquisition and fosters skills such as teamwork and self-regulated learning. This approach holds significant potential for addressing disparities in educational resources and advancing equity in medical education.

Burnout among emergency room health care workers (HCWs) has reached critical levels, affecting up to 43% of HCWs and 35% of emergency medicine personnel during the COVID-19 pandemic. Nurses were most affected, followed by physicians, leading to absenteeism, reduced care quality, and turnover rates as high as 78% in some settings such as Thailand. Beyond workforce instability, burnout compromises patient safety. Each 1-unit increase in emotional exhaustion has been linked to a 2.63-fold rise in reports of poor care quality, 30% increase in patient falls, 47% increase in medication errors, and 32% increase in health care-associated infections. Burnout is also associated with lower job satisfaction, worsening mental health, and increased intent to leave the profession. These findings underscore the urgent need for effective strategies to reduce stress and burnout in emergency care. This study aimed to evaluate the effectiveness and effect size of a multimodal learning approach-Emergency Room Virtual Simulation Interprofessional Education (ER-VIPE)-that integrates medical movies, massive online open courses (MOOCs), and computer- or virtual reality (VR)-based simulations with co-debriefing for reducing burnout and stress among future health care professionals compared with approaches lacking co-debriefing or using only movies and MOOCs. A single-blind, quasi-experimental study was conducted at a university hospital from August 2022 to September 2023 using a 3-group treatment design. Group A (control) participated in a 3D computer-based, simulation-based interprofessional education (SIMBIE) without debriefing. Group B received the ER-VIPE intervention. Group C received the same as Group B, but the computer-based SIMBIE was replaced with 3D VR-SIMBIE. SIMBIE activities simulated a COVID-19 pneumonia crisis. Outcomes included the Dundee Stress State Questionnaire (DSSQ) and the Copenhagen Burnout Inventory, with trait anxiety as a behavioral control. Stress and burnout were measured at baseline, pre-intervention, postintervention, and 1-month follow-up. Generalized estimating equations were used to analyze group differences, with statistical significance set at P<.05. We randomized 87 undergraduate students from various health programs into the 3 groups (n=29 each). Participants' mean age was 22 years, with 71% (62/87) as women. After the 1-month post-SIMBIE follow-up, adjusted analyses revealed positive trends in DSSQ-engagement across all groups, with Group B showing a significant increase compared with Group A (mean difference=3.93; P=.001). DSSQ-worry and DSSQ-distress scores decreased nonsignificantly across all groups. Burnout scores also improved across groups, with Group B having a significantly lower score than Group A (mean difference=-2.02; P=.02). No significant burnout differences were found between Group C and Groups A or B. A multimodal learning approach combining medical movies, MOOCs, and 3D computer-based SIMBIE with co-debriefing effectively improved engagement, reduced stress, and lowered burnout among future health care professionals. This scalable educational framework may help enhance well-being and resilience in high-pressure clinical environments.

Aim The aim of the study was to develop and implement an interprofessional education (IPE) program that would enhance healthcare students’ learning by motivating them with a theme. Methods The study, conducted at a university (enrolled in three faculties of health sciences dentistry, and medicine) in Turkey between 2019 and 2022, was designed as action research and followed six stages: Deciding on the Area of Focus, Reconnaissance, Planning, Acting, Evaluation, and Monitoring, utilizing both qualitative and quantitative data for program development based on the ARCS-V (Attention, Relevance, Confidence, Satisfaction, and Volition) Motivation Model and ADDIE (Analysis, Design, Development, Implementation, and Evaluation) instructional design model. The program was based on the ARCS-V motivational design model, included three sessions and, was hybrid. Tactics and strategies from the motivational model were used throughout the online and face-to-face training process. RIPLS (Readiness for Interprofessional Learning Scale) and ARCS-V measurement tools were used to measure the effectiveness of the training program. RIPLS was used as a pre-and post-test. The ARCS-V motivation scale was used at the end of the training. IPE Student Success Evaluation Form (SSEF) developed by researchers consists of seven sub-dimensions. The maximum score on the scale is 33. Data were analyzed using the Chi-Square test, Independent test, Wilcoxon rank test, Mann-Whitney U test, and one-way analysis of variance. Results The IPE program titled Chronic Disease Management and Patient Safety was implemented as a hybrid, and 25 students participated. The RIPLS showed statistically significant increases in total scores ( p = 0.00), Additionally, the ARCS-V scales revealed high levels of motivation, with average scores of 4.70 ± 0.35 for the Instructional Materials Motivation Survey (IMMS), 4.53 ± 0.40 for the Course Interest Survey (CIS), and 4.48 ± 0.48 for the Volition For Learning Scale (VFLS). It was found that the scenarios, multimedia elements, messages, e-mails, reflection assignments, and group tasks embedded in the learning content increased students' motivation and interest. According to the IPE-SSEF, all students were successful and passed the 60% limit. Conclusion The present study offers universities an IPE program themed on “Chronic Disease Management and Patient Safety”. This program design can be used for training healthcare professionals who can build strong relationships with patients, are able to define needs, and are competent in interprofessional communication, collaborative leadership, teamwork, ethics, roles responsibilities, and lifelong learning.

Background Community-based interprofessional education (CBIPE) has been proven effective in enhancing the interprofessional competencies of medical and health professional students. However, there is a lack of evaluation on the impact of experiential CBIPE among undergraduate medical and health promotion students in Thailand. Therefore, the objective of this study is to assess the influence of CBIPE learning on the collaborative competencies of these students. Methods A one-group pre-posttest design in 193 (152 medical students and 41 health promotion) students were involved in the CBIPE program, later divided into 12 groups. Data was collected by direct observations of mentors using the Interprofessional Collaborative Competencies Attainment Survey (ICCAS). The Wilcoxon matched-pairs signed-rank test was conducted to evaluate the effectiveness of the CBIPE program. Results A total of 175 (90.67%) completed ICCAS and satisfaction questions before and after the CBIPE program. The mean age of respondents was 20.29 ± 1.63 years; 60.57% were women and 39.43% were men. The results showed a significant increase in collaborative competencies before and after the 2-week course. Gender-stratified analysis showed an improvement after CBIPE training for all subscales in women, while the communication, collaboration, conflict management, and functioning team skills segment score was significantly higher in the post-assessment among men. Conclusion The implementation of CBIPE learning was successful in enhancing collaborative competencies among both medical and health promotion students. These findings will provide valuable insights for the design and improvement of CBIPE learning programs in other universities.

To explore different types of interprofessional education (IPE) teaching strategies used in pre-licensure interprofessional learning programmes and the effective components of these strategies in promoting student learning, IPE skills, behavioural change, organisational practice, or patient health outcomes. IPE is rapidly becoming a core element of health professions preparation programmes worldwide, but the differential effects of different ways of delivering IPE are not well documented. Systematic narrative review. Systematic searches were completed in four major biomedical databases from inception until 2023. The most dominant approach for each study was used to classify the studies. The standardised effect of different IPE interventions on healthcare professional students’ interprofessional learning outcomes were extracted and compared. Simulation was commonly used by IPE educators in undergraduate health education settings, changing participants' attitudes toward interprofessional learning. In addition, role-play, group discussion, and case studies showed significant benefits in improving communication and collaboration abilities. Based on the component analysis of the included 24 studies, IPE developers were recommended to consider key elements in designing effective education interventions, including a specific teaching setting, a well-designed strategy, an appropriate guiding theory, and suitable educational outcomes which target the learning elements that the intervention was designed to affect. The available data suggested that no single teaching strategy was superior in improving health students’ interprofessional learning outcomes. Controlled intervention studies that randomise similar student populations to different IPE strategies are needed to improve understanding of their comparative effects on different learning outcomes.