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HEALTHCARE STUDENTS' READINESS OF INTERPROFESSIONAL LEARNING IN CAN THO UNIVERSITY OF MEDICINE AND PHARMACY: A CROSS-SECTIONAL STUDY
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Abstract
Background: The World Health Organization emphasizes the significance of interprofessional collaboration and education. Being aware of the value of collaboration among professionals within the healthcare team, the university in Vietnam has tended to prepare students for teamwork through interprofessional education. However, the success of interprofessional education is contingent upon the students' attitudes. Objectives: To identify students' attitudes at Can Tho University of Medicine and Pharmacy toward interprofessional learning and explore factors affecting their readiness for the program. Materials and methods: A cross-sectional study on 301 Can Tho University of Medicine and Pharmacy students in ten majors, responding to an online survey from May to July of 2023 using the Readiness for Interprofessional Learning Scale. Besides, we collected demographic information including age, gender, ethnicity, major, academic years, and info learned/experienced in the interprofessional education of students. Multivariate regression was used to explore factors affecting students' readiness for interprofessional learning. Results: Students replied to the questionnaire. All of them had no experience in interprofessional education (100%); almost all participants were Kinh ethnicity (91.7%), and female (72.8%). The average age was 19.9 ± 0.7 years old. Students studying in the 2nd year were 65.8%. Nursing students account for the highest proportion (21.3%). The total score on the 19item Readiness for Interprofessional Learning Scale rated by 301 students was 72.2 ± 8.2. The Positive professional identity subscale scored 4.1 ± 0.6 while the Teamwork and collaboration subscale scored 4.2 ± 0.5. The subscales measuring Negative professional identity and Roles and responsibilities had mean scores of 2.7 ± 1.1 and 3.4 ± 0.8, respectively. The study found an association between the subscale's score and the profession and ethnicity of students. Conclusion: Most students are ready for interprofessional learning, educators need to study how to build and introduce interprofessional education for them.
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Keywords
healthcare students, interprofessional education, interprofessional collaboration, interprofessional attitude, medical education
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