Interprofessional learning experiences: Exploring the perception and attitudes of Saudi Arabian medical and dental students

• Published in: Medical teacher 2018-09, Vol.40 (sup1), p.S43-S48
• Main Authors: Al-Shaikh, Ghadeer K., Al-Madi, Ebtissam M., Masood, Jazba, Shaikh, Quratulain, Syed, Sadiqa B., Bader, Rima S., McKimm, Judy
• Format: Article
• Language: English
• Subjects: Adult; Appreciation; Attitude of Health Personnel; Attitudes; Clinical skills; Clinical training; College students; Cooperative Behavior; Cross-Sectional Studies; Dental students; Dentistry; Education, Dental - methods; Factor analysis; Female; Graduate Students; Health care; Helping Behavior; Humans; Interdisciplinary aspects; Interprofessional Relations; Job Skills; Learning; Likert Scales; Medical students; Patients; Professional Identity; Professionalism; Rotation; Saudi Arabia; Science Instruction; Shared learning; Students; Students, Dental - statistics & numerical data; Surveys and Questionnaires; Teaching; Teams; Work skills; Young Adult
• ISSN: 0142-159X; 1466-187X
• DOI: 10.1080/0142159X.2018.1465180

Objective: The objective of this study is to evaluate the awareness and attitudes of medical and dental students regarding interprofessional learning (IPL). Methods: A cross-sectional study was conducted with 278 female undergraduate Medical and Dental students from Princess Nourah bint Abdulrahman University, Riyadh. These students undertook IPL in the Foundation block, in basic science teaching, clinical skills' laboratories and in professionalism and learning skills' modules. A modified, validated RIPLS questionnaire with four subscales and 29 items was used to collect data regarding their perception and attitudes towards shared learning. A five-point Likert scale was used with a value ranging from 1 (strongly disagree) to 5 (strongly agree) for each item. Factor analysis was done using Varimox rotation. Student's t test was applied to detect difference between mean scores of medical and dental student's responses Results: The mean age of respondents was 19.8 ± 1.7 years with the majority in the second year of each program. There was no difference in mean responses of the medical and dental students. The respondents favored shared learning in the areas of professional skills and patient care. They agreed that IPL helps to develop respect, trust and appreciation for other professions; however, both groups preferred to learn uni-professionally with regard to developing discrete professional identities and roles. Conclusions: There is an overall positive response towards IPL and the value of team work; however, more attention needs to be paid to enabling students to learn about the specific roles of each profession in the healthcare team.