In our Interprofessional edcation (IPE) program that used a team‐based learning (TBL) format for second‐year medical students, medical students who were assigned to multi‐professional groups had improved readiness towards interprofessional learning compared with those in uni‐professional groups. IPE using TBL may be helpful to improve readiness towards future onterprofessional work.
To respond to increasingly complicated healthcare needs in primary care settings, all health and medical welfare professionals are required to collaborate with multiprofessionals, namely via “interprofessional work” (IPW). Interprofessional education (IPE) is essential for effective IPW, especially for medical students. This study aimed to determine whether participation in IPE can increase medical students’ readiness for interprofessional learning.
We examined the difference in readiness of medical students for interprofessional learning before and after an IPE program that used team‐based learning (TBL). Each student was assigned to either a uniprofessional or multiprofessional group. They were evaluated using the Japanese version of the Readiness for Interprofessional Learning Scale (RIPLS). Program participants were 126 second‐year medical students and 18 students of healthcare professions other than medical doctor who participated in a combined IPE program conducted by two universities. Medical students were allocated to 12 uniprofessional and nine multiprofessional groups at random.
One hundred and twelve medical students who replied to the questionnaire both before and after the program (valid response rate, 88.9%) were eligible for analysis. Of these, 42 were assigned to uniprofessional groups and 70 to multiprofessional groups. After the program, the RIPLS total score increased to a greater extent in the multiprofessional groups than in the uniprofessional groups (difference 3.17, 95% confidence interval 0.47‐5.88, P = .022). Multiple regression analysis showed the same result.
Learning in multiprofessional groups increased medical students’ readiness for interprofessional learning in an IPE program using TBL.