Readiness for inter-professional education among healthcare professions students in Balochistan, Pakistan

Abstract

Objectives: The study aimed to assess the readiness of undergraduate healthcare students in Balochistan, Pakistan's regarding Interprofessional Education (IPE). It also compared readiness across disciplines, academic years, and institutional settings Methods: This analytical cross-sectional study was conducted among 374 undergraduate students from medical, nursing, physical therapy, and pharmacy programs across various institutions in Balochistan from March, 2021 to August, 2021. Data was collected using the "Readiness for Interprofessional Learning Scale" (RIPLS) to measure students' preparedness for IPE. Statistical analyses, including t-tests and ANOVA, were performed to examine differences in readiness based on gender, institutional setting, discipline, and academic year. Results: The total mean RIPLS score was 40.07 (SD=9.323), with subscale scores for teamwork and collaboration (15.89), negative professional identity (9.59), positive professional identity (7.48), and roles and responsibilities (7.10). No gender differences were found in RIPLS subscales, but private institution students had more negative professional identity perceptions (p=0.018). Significant differences in teamwork and collaboration (p<0.001) and positive professional identity (p=0.001) were observed across disciplines, with pharmacy students showing the highest scores. Year V students showed the highest readiness for teamwork (p<0.001) and Year III students had the highest positive professional identity (p=0.034). Conclusion: The study revealed an overall low level of readiness for IPE among healthcare students in Balochistan, with notable variations based on discipline and academic year. To improve IPE readiness, there is a need for enhanced integration of IPE principles into the curriculum, increased interprofessional interactions, and a focus on addressing the challenges specific to the region. Implementing these changes could better prepare students for collaborative practice and improve patient care outcomes.