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This study aimed to evaluate whether participation in an elective, three-day Team-based interprofessional practice placement (TIPP) programme enhances interprofessional (IP) competency among medical, nursing, and pharmacy students in Japan, and to use the findings for curriculum evaluation. All students had completed a required basic interprofessional education (IPE) programme prior to participating in the TIPP. A cross-sectional survey was conducted among students enrolled between 2015 and 2018. The TIPP programme was implemented as an elective component, with recruitment methods differing by school due to differences in each school's curriculum: nursing students who selected the TIPP programme as part of their final clinical practice were included; while medical and pharmacy students were recruited during clinical clerkships. Interprofessional competency was measured using the Chiba Interprofessional Competency Scale (CICS29), a validated self-report measure, at the time of graduation. Two-way ANOVA was performed with TIPP attendance as the main factor of interest. Bonferroni correction was applied for multiple comparisons. Of the 965 students, 695 (72%) completed the CICS29, of whom 87 (13%) attended the TIPP. There was no significant interaction between TIPP attendance and school (p = 0.15) and no significant main effect of TIPP attendance overall (p = 0.12). However, post hoc comparisons showed that nursing students who attended TIPP had significantly higher total scores compared with those who did not (4.18 vs. 3.93). No significant main effect of TIPP participation was observed in the overall analysis, but post hoc analysis identified significantly higher CICS29 scores in nursing students, suggesting potential educational benefits. Given the short duration of the current TIPP programme and differences in the interval between TIPP participation and CICS29 measurement, future revisions should focus on extending the programme and ensuring consistent opportunities for all students to engage in authentic interprofessional learning.

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.

There is an urgent need for innovative solutions to address the global burden of mental illness. Evidence for the positive impact of music on mental health is growing; therefore, music may aid in engagement and intervention outcomes as an adjunct to psychological therapy. Psychologists’ intentional use of music within their practice is uncommon and not typically part of psychology training. Drawing on the authors’ disciplinary expertise in clinical psychology, music therapy, community music, and music education, this study aimed to investigate trainee clinical psychologists’ perspectives on the use of musical care as an adjunct to talk therapy. We used a convergent mixed-methods design to investigate trainees’ knowledge, confidence, and willingness to integrate musical care into clinical practice pre- and post- a three-hour experiential education session delivered to three trainee cohorts. Quantitative results indicate the session significantly improved trainees’ knowledge of using musical care, including understanding of the role of music therapy, confidence in using music in therapy, and willingness to incorporate musical care into their future clinical practice. Further, the education session improved student understanding of what music therapists do and increased trainees’ perception of the benefits of referring clients to music therapists. Qualitative analysis revealed that while most trainees used music personally, few incorporated it into therapy sessions. Key barriers included insufficient training and resources, with trainees requesting more evidence-based techniques, case examples, and clearer referral pathways for interprofessional collaboration. These findings highlight the effectiveness of a brief experiential multiprofessional education in promoting interdisciplinary collaboration and expanding therapeutic toolkits. This study presents a practical approach for integrating musical care education—led by music professionals—into clinical psychology training programs.

Examination of how terms such as culinary nutrition, culinary nutrition science, culinary medicine, culinary nutrition professional, culinary nutrition intervention, culinary nutrition activity, and culinary nutrition competency are used in practice, and the creation of consensus definitions will promote the consistent use of these terms across work areas and disciplines. Thirty leading practitioners, academics, and researchers in the fields of food and nutrition across Australia, the United States, Canada, United Kingdom, Europe, and Asia were approached by investigators via email to submit definitions of key terms using a Qualtrics survey link. Further participants were reached through snowball recruitment. Initial emails were sent in October and November 2021 with subsequent reminders between November 2021 and March 2022. Two researchers undertook content analysis of the text answers for each of the terms and generated definitions for discussion and consensus. Thirty-seven participants commenced the survey and twenty-three submitted one or more definitions. Agreed definitions fell into two categories: practice concepts and practitioners. Further discussion amongst investigators led to the creation of a visual map to demonstrate the interrelationship of terms. Culinary nutrition science underpins, and interprofessional collaboration characterizes practice in this area, however, further work is needed to define competencies and model best practice.

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.

Introduction: This study aimed to acquire students' perceptions of the assessment items used by instructors implemented in the community-based Interprofessional Education (IPE) program during the COVID-19 pandemic. The study also compared the students’ perceptions of the instructors’ assessment items regarding student characteristics. Motivation for joining the IPE program and a comparison between motivation and gender and disciplines were also identified in this study. Methods: The research method is observational with a cross-sectional approach. Sixth-semester medical, nursing, and nutrition students who had completed the community-based IPE program were involved. Students' perception was measured using a questionnaire on the instructors’ assessment items developed based on the IPE competencies. Motivation was measured using a Motivated Strategies for Learning Questionnaire (MSLQ). Results: A majority of students across the three programs agreed or strongly agreed with the assessment items, and there were no significant differences in student perceptions from the variables of gender (p = 0.23) and disciplines (p = 0.68). The correlation between students' motivation and their perception of the instructors’ assessment items was significant (r_s = 0.61 with p < 0.01). However, there was a weak and not significant correlation between students' grade point average (GPA) with the perception of assessment items (r_s= 0.1 with p = 0.07). Conclusions: All instructors’ assessment items were still perceived as relevant and can be used to assess the students during IPE online learning. Thus, the result of this study can be considered to be used in another setting with a similar situation.

Background Healthcare is generally provided by various health professionals acting together. Unfortunately, poor communication and collaboration within such healthcare teams often prevent its members from actively engaging in collaborative decision-making. Interprofessional education (IPE) which prepares health professionals for their collaborative role in the healthcare system may partially address this problem. This study aimed to investigate: 1) students’ readiness for IPE in an Asian context, 2) the most important factors influencing students’ perceptions of IPE, 3) the reasons underlying such perceptions, and 4) the factors mitigating or promoting their sense of readiness. Methods To identify students’ perceptions of IPE, we administered the Readiness for Interprofessional Learning Scale (RIPLS) to 398 in approximately 470 students from a range of health professions (medicine, nursing, midwifery and dentistry). The questionnaire included factors that could potentially influence readiness for IPE as found in the literature (GPA, etc.). To enhance our understanding of the responses to the RIPLS and to explore the reasons underlying them, we conducted 4 mono-professional focus group discussions (FGDs). We ran a statistical analysis on the quantitative data, while performing a thematic content analysis of the qualitative data using ATLAS.ti (version 7). Results Medical students seemed to be the most prepared for IPE. Students’ perceptions of IPE were conditioned by the study programme they took, their GPA, intrinsic motivation and engagement in the student council connoting experience of working with students from different programmes. Focus groups further revealed that: 1) early exposure to clinical practice triggered both positive and negative perceptions of IPE and of its importance to learning communication and leadership skills, 2) medical students caused insecurity and disengagement in other students, 3) medical students felt pressured to be leaders, and 4) there was a need to clarify and understand each other’s profession and the boundaries of one’s own profession. Conclusion Students were generally favourable to IPE, appreciating the opportunity it offered them to hone their interprofessional leadership, collaboration and communication skills and to learn to address the problem of role blurring. Hence, we judge the Asian context ready to implement IPE, allowing health professions students in Asian countries to reap its benefits. The present study revealed several important reasons underlying students’ positive and negative perceptions of IPE implementation which may be addressed during the interprofessional learning process.

This chapter contains sections titled: Introduction Defining Interprofessional Education The Rationale for Interprofessional Education The Diversity of Interprofessional Education Designing Effective Interprofessional Education Interprofessional Education and the Curriculum Delivering Effective Interprofessional Education The Role of Facilitation The Assessment of Interprofessional Education Tidal Flows in Interprofessional Education Acknowledgements References

As we anticipate a growing population of older adults, we will see an increase in chronic conditions such as dementia and falls. To meet these public health needs, we must systematically provide screening, education, preventive care, and supportive care for older patients and their caregivers in a primary care setting. This will require a workforce trained in providing for the complex medical and psychosocial needs of an older adult population in an interprofessional and collaborative fashion. By integrating geriatric screening tools into an interdisciplinary Annual Wellness Visit teaching clinic, we were able to successfully improve rates of geriatric screening for dementia, depression, falls, medication reconciliation and advance care planning. We also saw improvements in patient care and satisfaction and provided the opportunity for interprofessional collaboration and education for students in medicine, nursing, pharmacy and social work.

With the COVID-19 crisis and rapid increase in cases, the need for interprofessional education (IPE) and collaborative practice is more important than ever. Instructors and health professionals are exploring innovative methods to deliver IPE programs in online education This paper presents a mixed methods study where an interprofessional education program was delivered/taught using online instruction. Using a survey/questionnaire adapted from the Readiness for Interprofessional Learning Scale (RIPLS) and qualitative discussions, students’ readiness towards online IPE program and the importance of such preparation was examined. Out of two hundred fifteen students who completed the IPE program, one hundred eighty five students from clinical and non-clinical health disciplines responded to the questionnaire (86.04% response rate). Additional qualitative content analysis was conducted on a total of seven hundred and thirty six online discussions. Data analysis across all the four subscales of RIPLS suggests that students felt positively about teamwork and collaboration, and valued opportunities for shared learning with other healthcare students. Qualitative data analysis demonstrated that IPE increases awareness of team members’ roles, enhances communication and collaboration and can lead to better care for COVID-19 patients.