Comparison of students' readiness from six health education programs for interprofessional learning in Vietnam: a cross-sectional study

BMC Medical Education

Research

Martin Valcke¹  Le Van Chi²  Nguyen Vu Quoc Huy³  Giannoula Tsakitzidis⁴  Johan Wens⁴  Che Thi Len Len⁵  Le Ho Thi Quynh Anh⁵  Nguyen Minh Tam⁵  Nguyen Thi Thanh Huyen⁶  Huynh Van Chuong⁷ 

[1] Department of Educational Studies, Faculty of Psychology and Educational Sciences, Ghent University, Ghent, Belgium;Department of Internal Medicine, Hue University of Medicine and Pharmacy, Hue University, Hue, Vietnam;Department of Obstetrics & Gynaecology, Hue University of Medicine and Pharmacy, Hue University, Hue, Vietnam;Department of Primary and Interdisciplinary Care, Faculty of Medicine and Health Sciences, University of Antwerp, Antwerp, Belgium;Family Medicine Centre, Hue University of Medicine and Pharmacy, Hue University, Hue, Vietnam;Family Medicine Centre, Hue University of Medicine and Pharmacy, Hue University, Hue, Vietnam;Department of Primary and Interdisciplinary Care, Faculty of Medicine and Health Sciences, University of Antwerp, Antwerp, Belgium;The Education Quality Management Agency, Ministry of Education and Training, Hanoi, Vietnam;

关键词: Interprofessional education;    Interprofessional learning;    Student’s readiness;    Undergraduate healthcare students;   

DOI  :  10.1186/s12909-023-04776-2

 received in 2023-07-04, accepted in 2023-10-16,  发布年份 2023

来源: Springer

【 摘 要 】

BackgroundInterprofessional education (IPE) is expected to help prepare undergraduate health profession students to collaborate with other healthcare professionals in realising quality of care. Studies stress the necessity of students’ readiness for interprofessional learning (IPL) in view of designing IPE programs. The present study aims to determine students' IPL-readiness and looks at related differences in students enrolled in different programs and at different phases in their educational program.MethodsA cross-sectional survey study was set up among 1139 students from six health programs at HueUMP, using the Readiness for Interprofessional Learning Scale (RIPLS). Statistical analysis was performed using Kruskal–Wallis H and Mann–Whitney U tests.ResultsThe overall mean RIPLS score was 68.89. RIPLS scores significantly differed between programs and between phases in the educational programs. Medical students presented a lower readiness level for IPL than students from other programs. In contrast to a significant increase in RIPLS scores of students in the clinical phase in Vietnamese traditional medicine, medicine, and pharmacy, a decrease in RIPLS scores was observed in students in the clinical phase in odonto-stomatology.ConclusionsThe differences could be related to differences in educational programs and the study phases in a particular program. These results offer insights to direct the design and implementation of IPE in health education curricula and especially underscore the need to provide IPE throughout the curriculum.

【 授权许可】

CC BY   
© BioMed Central Ltd., part of Springer Nature 2023