Attitudes of Filipino health profession students toward interprofessional education: a descriptive study

• Published in: Journal of interprofessional care Vol. 36; no. 6; pp. 856 - 863
• Main Authors: Causapin, Anna Karenina V, Sy, Michael P., Grageda, Maria Elizabeth M
• Format: Journal Article
• Language: English
• Published: England Taylor & Francis 02.11.2022; Taylor & Francis Ltd
• Subjects: Attitude measures; Attitudes; Clinical nursing; Curricula; health professions education; Health sciences; Interdisciplinary aspects; Interdisciplinary education; Interprofessional education; Medical education; Medical personnel; Medical students; Moral development; Morality; Multidisciplinary teams; Pharmacy; Philippino; pre-registration students; Profiles; SPICE-R; Students; interprofessional education; Moral development; health professions education; SPICE-R; pre-registration students
• ISSN: 1356-1820; 1469-9567
• DOI: 10.1080/13561820.2022.2037532

The thrust of interprofessional education is to prepare health professions students to deliberately learn and work together with a common goal of providing better and safer care for service users. This study sought to describe the attitudes of health profession students toward interprofessional education and to identify which among the variables (i.e., sex, programme, year level, prior clinical and interprofessional education experiences, and level of moral development) are determinants of their attitudes toward interprofessional education. A total of 485 participants were surveyed using a validated, three-part Interprofessional Education-Attitude Scale (IPE-AS). No statistically significant difference was found between the attitudes toward interprofessional education and variables such as sex, prior clinical and interprofessional education experiences among medical, nursing, and pharmacy students. Our findings found that those with more agreeable attitudes toward interprofessional education were students in the medical programme, those from the lower year levels and those with higher stages of morality (based on Kohlberg's stages of moral development). This suggests that IPE must be introduced across health science curricula with an intentional profiling of students about their experiences related to learning and working with students from different programmes. Moral development, as a variable in the study, also provides information as to how it can improve IPE programmes, competencies, and experiences of students in the fields of health sciences.