Changes in professional healthcare students' perceptions towards Interprofessional learning: From 2020 to 2022

Abstract

Interprofessional education (IPE) and collaboration are necessary for addressing patients’ clinical problems and facilitating efficient healthcare delivery. Due to COVID-19, the Faculty of Health Sciences (FHS), McMaster University, introduced online or hybrid teaching formats to students entering the academic year from 2020 and onwards. The non-traditional learning conditions presented many challenges to students, and it is unclear whether students’ readiness for IPE entering or leaving their programs changed during the COVID-19 pandemic.

Method: The data for this project was from a larger study where students at the Faculty of Health Sciences were invited to complete the Readiness for Interprofessional Learning Scale (RIPLS) at program entry and completion. For this project, RIPLS responses from graduate students in Physiotherapy (PT), Occupational therapy (OT), Speech Language therapy (SLP) and Child Life (CL) were extracted and analyzed as they are the first class to be invited to complete RIPLS at the beginning (Fall 2020) and end (Spring/Summer 2022) of their programs.

Results: A total of 182 students from the four disciplines were invited. A total of 134 (73%) and 76 (42%) students completed RIPLS at entry and graduation of their program, respectively. Forty-nine (27%) students completed the RIPLS at both time points from all disciplines (SLP=8/32; CL=2/14; OT=2/69; PT=37/67).

The objectives of this presentation are to:

1. Explore changes in students’ IPE readiness before and after their programs; 2. Evaluate the differences in attitudes and perceptions for IPE readiness at entry and completion of their programs.