Background: Undergraduate interprofessional education (IPE) is perceived by many in health and social care education to reduce barriers between the professions. In Aberdeen there has been an IPE programme with Robert Gordon University and University of Aberdeen, and 10 health and social care courses since 2003. The steering groups reported to the Scottish Government in 2008. It was recommended that IPE should be extended from classroom-based learning experiences to practice-based learning experiences.
Methods: Replicating the same methodology, this study aimed to ascertain attitudinal change experienced by students undertaking IPE in clinical practice. Small groups in theatre and primary care were the pilot placement areas. The study design was a joint venture between the IPE research team and members of the clinical team. IPE activities were created for the specialities using adult learning and patient-centred approaches.
Results: Thirty-eight students from medicine, nursing and pharmacy were involved in the studies, and completed readiness for interprofessional learning scale (RIPLS) questionnaires before and after the course activity. There were 29 valid responses, showing a strong level of agreement for 14 out of 19 questions. The studies suggest that the IPE activities implemented had positive effects on the students' perceptions of interprofessional working.
Discussion: The implications are that IPE does not require large classroom-based activities to be successful. The study was successful in achieving its aims and learning outcomes for students in the two locations. It demonstrated that students can leave university better prepared for practice. There is a need for a rigorous longitudinal study to ensure tomorrow's health and social care workforce demonstrate graduate attributes in interprofessional working.
© Blackwell Publishing Ltd 2012.