title: Attitude towards and Readiness for Interprofessional Education in Medical and Nursing Students of Bern.
abstract: Objectives:Interprofessional collaboration is becoming increasingly important in health care for various reasons. Interprofessional Education (IPE) can provide a basis for this. The aim of our study was to find out how medical (MS) and nursing students (NS) think about their own and other professions, what they know about each other, how strong their willingness to embrace IPE is, and what forms of IPE they deem useful.Methodology:Seven IPE experts rated the two measuring instruments, Readiness for Interprofessional Learning Scale RIPLS, and Interdisciplinary Education Perception Scale IEPS in terms of relevance of the items, and the quality of translation into German. Nine RIPLS items and 13 IEPS items were considered content-valid. All MS of the University of Bern and NS of the two Bernese educational institutions for nursing were invited to the online survey in the fall of 2014 by email.Results:498 (254 MS, 244 NS) of the 2374 invited students completely filled in the questionnaire (21%). The results of the reduced RIPLS allowed no conclusive statements. When assessing their own occupational group in the IEPS, the MS attributed "competence and autonomy" to themselves significantly more frequently, while to the NS, the same was true for the item, "actual cooperation". MS know significantly less about the training of other health professionals. NS show a significantly higher willingness to embrace IPE. Teaching ethics, communication, team training, and clinical skills are deemed suitable for IPE by both groups. From the comments it appears that in both groups a majority welcomes IPE; however, the various arguments had different prevalence in both groups. Both groups fear that IPE leads to heightened stress during the study. A subgroup of MS fears a lowering of academic level.Conclusion:The results of this survey of Bernese MS and NS concerning IPE provide important information for the planning and implementation of IPE. Important steps in the introduction of IPE will be a clear justification and the definition of its objectives. These must be explicitly communicated to all students.
authors.affiliation: University of Bern, Institute for Medical Education IML, Education and Media Unit AUM, Bern, Switzerland.
authors.forename: Ulrich
authors.initials: U
authors.lastname: Woermann
authors.affiliation: Bern, Switzerland.
authors.forename: Lena
authors.initials: L
authors.lastname: Weltsch
authors.affiliation: University of Bern, Institute for Psychology, Bern, Switzerland.
authors.forename: Alexandra
authors.initials: A
authors.lastname: Kunz
authors.affiliation: University of Bern, Institute for Medical Education IML, Bern, Switzerland.
authors.forename: Daniel
authors.initials: D
authors.lastname: Stricker
authors.affiliation: University of Bern, Institute for Medical Education IML, Bern, Switzerland.
authors.forename: Sissel
authors.initials: S
authors.lastname: Guttormsen
mesh_terms: D001291:Attitude of Health Personnel; D002983:Clinical Competence; D006801:Humans; D058025:Interdisciplinary Studies; D007400:Interprofessional Relations; D013337:Students, Medical; D013338:Students, Nursing
keywords: Medical education; interprofessional learning; medical study; nursing study; survey