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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.

Background Despite the essential role of interprofessional collaboration in neurology, to improve patient outcomes, targeted research on interprofessional learning (IPL) interventions during neurology clerkships remains limited. This study aimed to assess the impact of a brief interactive IPL workshop on interprofessional identity among medical students. Methods In this randomized controlled trial, neurology clerkship students ( N  = 39) were allocated to either a 90-min interactive IPL workshop or a non-interactive control session. We assessed outcomes by triangulating findings across Extended Professional Identity Scale (EPIS-G) scores, challenges and opportunities perceived by students, and reflective responses on interprofessional identity and applicability. Results On a group level, The IPL intervention group ( n  = 27) demonstrated improvements in all domains of interprofessional identity on the EPIS-G (paired samples t-test, p  < 0.001) which was not observed in the control group ( n  = 10). Communication challenges and resource limitations were primary concerns among students, while information sharing and enhanced patient care emerged as key opportunities. Qualitative analysis highlighted students’ increased commitment to collaboration, openness to teamwork, and recognition of the patient care benefits inherent in collaborative practices. Conclusions An interactive 90-min IPL workshop within a neurology clerkship can initiate medical students’ interprofessional identity formation. Students' insights into relevant challenges and opportunities indicate their basic understanding of the complexity of collaborative practice. This study supports the future integration of IPL specifically within neurology to advance collaborative practice.

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 An increasingly ageing population and the resulting multimorbidity is a growing challenge for healthcare systems. A solution to tackle this problem is interprofessional collaboration. Interprofessional education, as an early meeting point, could foster a future successful interprofessional collaboration. So, the aim of our pilot study was to assess whether the “interprofessional collaboration between medical and pharmacy students to improve medication safety in polypharmacy” (PILLE) project changed the perception of medical and pharmacy students towards interprofessional collaboration. Methods PILLE consisted of three parts: (1) A mandatory 90-minutes interprofessional seminar; (2) A voluntary 120-minutes practical training; (3) A voluntary half-day interprofessional tandem work shadowing at a General Practitioner’s (GP) office. We used a controlled study design. Medical and pharmacy students from the intervention group attended the seminar (1). Medical students of the control group attended an interactive 90-minutes monoprofessional seminar only. Working together on cases was the similarity of both seminars. The students from the intervention group could attend (2) and (3). The outcome of interest was the change in students’ perception towards interprofessional collaboration after participating in PILLE, using pre- and post-questionnaires with the validated German version of Student Perceptions of Physician-Pharmacist Interprofessional Clinical Education (SPICE-2D) instrument. Descriptive and statistical evaluation was conducted. To assess if there is a significant pre-post-difference in the SPICE-2D overall score within the individual groups, paired t-tests were executed. To investigate if there is a significant change in SPICE-2D overall score difference between the medical students control and intervention group, an unpaired t-test was performed. Results In total, 436 students participated: 96 medical students and 116 pharmacy students in the intervention group, and 224 medical students in the control group. The participating students from both professions already had a pronounced positive perception at baseline. All pre-post-mean-differences within the individual groups and between the medical students control and intervention group were not statistically significant. Conclusion Participating medical and pharmacy students already had a positive perception at baseline. A one-time and short-term mandatory seminar of 90-minutes seems not to be sufficient to measure a change in perception. Future interprofessional education projects should focus on frequent meeting points between students.

This study evaluated the impact of the “1st Interprofessional Education Academy” on the interprofessional identity and attitudes of healthcare students in Turkey. This was a 4 day national training program for 24 health professionals aimed to increase effective collaboration and communication skills, support the development of professional identity, and strengthen the implementation of IPE in Turkey. Twenty-four female participants (mean age: 22.88 ± 2.35 years) from various healthcare disciplines completed the Extended Professional Identity Scale (EPIS-TR) and the Interprofessional Attitude Scale (IPAS) before and after the intervention. The results showed significant improvements in all EPIS-TR subscales (interprofessional belonging, commitment, and beliefs) and total scores, indicating a positive impact on interprofessional identity. The IPAS results revealed significant increases in the teamwork, roles, and responsibilities (TRR), patient-centeredness (PC), cultural competency (CC), and overall scores, suggesting enhanced interprofessional attitudes and competencies. A moderately positive correlation was found between EPIS-TR and IPAS total scores. In the analysis, it was seen that there was an increase in the perception level of the participants regarding the importance of IPE due to the effect of the training they received. In addition, there was a significant decrease in participants’ perceptions of their place in the training programs due to an increase in their awareness. The training program received positive evaluations from the participants. These findings highlight the effectiveness of structured IPE interventions in fostering collaborative attitudes and identities among health care students. Further research with larger and more diverse samples is needed to reinforce these results and provide additional evidence for the scale’s applicability in IPE contexts.

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.

Introduction Interprofessional education (IPE) provides opportunities for health professional students from different disciplines to interact and foster effective collaborations in their future practices. Currently, various IPE evaluation tools are available for different healthcare settings, but many are limited to ceiling effects. Therefore, an universal IPE evaluation tool that describes students’ unique perspectives within an IPE competency-based framework is necessary. Methods Students’ IPE readiness and perceptions were measured before and after an 8-week human anatomy dissection elective. This elective is offered annually to students from seven health professional programs, where students meet weekly for 3-hours to discuss scopes of practice, clinical case scenarios and perform anatomical dissections of human donors. The Likert-based Readiness for Interprofessional Learning scale (RIPLS) and Interprofessional Education and Perception scale (IEPS) were administered before and after the elective. To address the ceiling effects seen in Likert scores, a Universal IPE Perceptions Q tool (U-IPEQ) , informed by the Canadian Interprofessional Health Collaborative Interprofessional Competency Framework, was created. U-IPEQ has 40 statements across four domains and responses were collected after the elective, using Q-methodology. Results A total of 24 from six disciplines and 15 students from seven disciplines completed the RIPLS and IEPS surveys before and after the elective, respectively. Twenty students from seven disciplines completed the U-IPEQ at the end of the elective. There were no statistically significant differences in the RIPLS and IEPS scores before and after the elective. However, the U-IPEQ revealed two distinct viewpoints: (1) IPE Knowledge experts ; and (2) IPE Skill experts . Conclusions The U-IPEQ was able to distinguish the differences in students’ IPE learning priorities that were not obvious in the RIPLS and IEPS scores. Further refinement to U-IPEQ will be necessary to broaden its current applicability to other educational contexts.

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.

Background Interprofessional collaboration has become indispensable in chronic care. Embedding interprofessional education (IPE) in health-related curriculums can prepare students to be fit for practice in this interprofessional field. However, further research is required on the design of IPE to underpin and monitor modules. This study aimed to evaluate the effectiveness of a multi-day, student-led interprofessional module in enhancing interprofessional socialization and awareness concerning the benefits of IPC in chronic care among students with differing health-related backgrounds (i.e., Medicine, Pharmaceutical Sciences, Health Care Management and Policy, Nursing and Midwifery, Occupational Therapy, and Health Promotion). Methods We applied a mixed-methods pre- and post-test design, using two questionnaires on awareness and interprofessional socialization and students’ reflection reports about the team dynamics and their experiences with the module. Results Overall, students with various backgrounds showed a significant improvement in interprofessional socialization, which was also represented in the reflection reports. Medicine and Pharmaceutical Sciences students showed the lowest baseline scores on awareness, but illustrated the most growth towards awareness and interprofessional socialization post-module, especially students with no prior experience in youth movements and health-related work. Nevertheless, lower awareness levels at baseline were predictive for lower levels of interprofessional socialization post-module. These findings imply the importance of building awareness early on in health-related curriculums as a catalyst for change towards interprofessional socialization. Conclusions IPE should be provided on a continuum, ranging from early-on immersion in undergraduate programmes to graduate and continuing education. In this, student-led modules seem promising. However, possible awareness mismatches between different students and programmes and its effect on learning outcomes should be considered.

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.