Content area
Aim
This study aims to evaluate the impact of interprofessional education on first-year medical and nursing students' attitudes, readiness to learn and interprofessional socialization using a randomized controlled trial.
BackgroundInterprofessional collaboration is crucial in healthcare to enhance patient safety and outcomes. Interprofessional education (IPE) promotes teamwork, communication and understanding of professional roles among healthcare professionals.
DesignThe study was conducted using a randomized controlled pretest-posttest experimental design.
MethodsThe randomized controlled trial was conducted from January to June 2024 at Atatürk University’s Faculties of Medicine and Nursing. The sample consisted of 120 first-year students, randomly assigned to experimental and control groups. Data were collected using the "Sociodemographic Information Form,” "Interprofessional Attitude Scale," "Interprofessional Learning Readiness Scale," and "Interprofessional Socialisation and Valuing Scale." The experimental group participated in 16 hours of interprofessional education over four weeks, including simulated patient applications, role-play and group work. The control group continued with standard education without interprofessional training.
ResultsInterprofessional education resulted in significant improvement in students' interprofessional attitudes, particularly among nursing students, whose scores changed positively compared with the control group. Additionally, interprofessional socialization and valuing levels improved significantly in the experimental group. However, no substantial change was observed in the readiness for interprofessional learning in the experimental or control groups.
ConclusionsInterprofessional education had a positive impact on the attitudes and socialization of medical and nursing students, highlighting the importance of incorporating IPE into healthcare curricula to foster collaboration and improve patient care.
Interprofessional Education (IPE) is an approach where "learners in two or more different professions learn with, from and about each other to improve collaboration and service quality.” It fosters cooperation among health professionals from diverse backgrounds to provide high-quality patient care ( Hayes et al., 2022). A lack of collaboration in clinical settings has a negative impact on patient care, job satisfaction and resource use ( Slim and Reuter-Yuill, 2021). To understand the impact of IPE, it is important to define key concepts. Interprofessional Attitudes are the beliefs and values that enable healthcare professionals to collaborate and work toward common goals ( Fusco et al., 2024). Interprofessional Socialization involves acquiring the skills and behaviors needed to understand roles and work collaboratively with other professional groups ( Manspeaker et al., 2024). Readiness for Interprofessional Learning reflects the willingness and preparedness to engage in collaborative education ( Graham et al., 2023). IPE is increasingly recognized as essential for improving collaboration and patient care outcomes globally. Recent studies highlight advancements such as online IPE programs enhancing communication skills ( Powers and Kulkarni, 2023), simulation-based training improving socialization and teamwork ( Fusco et al., 2024) and digital micro-certifications fostering collaboration skills ( Graham et al., 2023). Additionally, workshops focusing on cultural humility and teamwork have shown positive results among healthcare students ( Manspeaker et al., 2024). Despite these global advancements, the integration of IPE into healthcare education in Turkey remains limited.
Lack of interprofessional communication and collaboration in healthcare teams increases preventable errors and negatively affects health outcomes. In contrast, IPE facilitates shared decision-making, a key aspect of patient-centered care. The use of simulation in IPE has grown significantly, enabling safe, stress-free clinical practice environments ( Biddau et al., 2022). The World Health Organization (WHO) defines IPE as "students from two or more professions learning with and from each other to ensure collaboration and improve health outcomes" ( WHO, 2023). Simulation-based IPE has demonstrated positive effects on collaboration, teamwork, communication skills and clinical outcomes ( Patterson et al., 2013). Graham et al. (2023) further highlighted its role in improving communication, coordination and confidence among nursing students.
Interprofessional learning improves collaboration, communication and patient care quality. IPE helps team members understand roles and enhances communication. Powers and Kulkarni (2023) demonstrated that online IPE programs improve communication and collaboration, while Fusco et al. (2024) highlighted the role of simulation-based training in fostering teamwork among healthcare students. Manspeaker et al. (2024) emphasized that interprofessional workshops enhance team communication and cooperation, improving patient care.
Pre-graduation interprofessional co-learning activities help future health professionals develop communication, teamwork and an understanding of roles ( Mafineajad et al., 2016). A 2010 WHO report spurred global progress in interprofessional education ( World Health Organization, 2010; Illingworth and Chelvanayagam, 2017), with calls for early implementation and expansion in education programs ( West et al., 2016; Mafineajad et al., 2016). While many nations emphasize disseminating IPE ( National Centre for Interprofessional Practice and Education, 2018), Turkey's National Standards for Pre-Graduation Medical Education (PMME) suggest including interprofessional practices ( TEPDAD, 2021). However, health education in Turkey remains largely single-professional, with IPE yet to be fully integrated (TEPDAD, 2021). IPE is particularly critical in this setting due to the limited integration of collaborative practices into healthcare education and the need for improving communication and teamwork among future healthcare professionals. The challenges include a lack of structured programs and insufficient awareness of the benefits of IPE, which this study aims to address. This study provides critical insights into the implementation of IPE in an educational system where such practices are limited, offering a roadmap for broader curriculum integration. Focusing on first-year students is particularly significant, as early exposure to interprofessional collaboration can play a crucial role in shaping positive attitudes and effective practices that will influence their future careers. This study aims to evaluate the impact of interprofessional education on first-year medical and nursing students' attitudes, readiness to learn and interprofessional socialization using a randomized controlled trial.
2 Hypotheses of the studyH1. Interprofessional education significantly improves the interprofessional attitudes of first-year medical and nursing students.
H2. Interprofessional education significantly enhances the readiness of first-year medical and nursing students for interprofessional learning.
H3. Interprofessional education significantly increases the levels of interprofessional socialization and valuing among first-year medical and nursing students.
2.1 Research questionQ1. What impact does interprofessional education (IPE) have on first-year medical and nursing students' interprofessional attitudes, readiness to learn and socialization?
3 Material and method3.1 Type of Study
This study was designed in a randomized controlled pretest-posttest experimental design.
3.2 Participants and samplingThe study population included 609 first-year students from Atatürk University Faculty of Medicine and Faculty of Nursing, comprising 339 students in the Medical Faculty (Turkish and English programs) and 270 in the Nursing Faculty. Using the GPower 3.1.9.2 program, the sample size was determined to require 120 students (60 from each faculty), with an 80 % test power and a 5 % margin of error. To account for potential data loss, 20 additional participants were included, resulting in a total sample of 140 students: 35 in each of the intervention and control groups for both faculties. Ultimately, 20 students were excluded due to incomplete post-tests or absence during the training program.
Eligibility criteria included being a first-year student actively continuing education at the Faculty of Medicine or Nursing and volunteering for participation. Students who did not meet these criteria, withdrew after the study began, or failed to complete the training were excluded.
3.3 Data Collection Tools"Personal Information Form," "Interprofessional Attitude Scale," "Interprofessional Learning Readiness Scale," and "Interprofessional Socialisation and Valuing Scale" were used to collect the data. In this study, validated and reliable instruments such as the IPAS (Interprofessional Attitudes Scale), RLS (Readiness for Interprofessional Learning Scale) and ISVS-21 (Interprofessional Socialization and Valuing Scale) were used to enhance the reliability of the results and their comparability with other studies in the literature. The use of internationally recognized tools like the IPAS, RLS and ISVS-21 not only strengthens the reliability of this study's findings but also enables meaningful comparisons with similar studies globally, thereby contributing to the broader discourse on interprofessional education.
Personal Information Form: This form, prepared based on the literature, includes questions on demographic characteristics such as age, gender and socioeconomic level.
Interprofessional Attitude Scale (IPAS): A self-assessment tool developed by Norris et al. (2015) to evaluate interprofessional attitudes, consisting of 27 items across five sub-dimensions: teamwork, roles and responsibilities (TRR); patient-centeredness (PC); interprofessional bias (IB); diversity and ethics (DE); and community-centeredness (CC). Responses are rated on a 7-point Likert scale. The Turkish adaptation ( Kolcu et al., 2022) reported a Cronbach's alpha of 0.87. In this study, alpha values were 0.97 (pre-test) and 0.83 (post-test). Scores range from 27–189, with higher scores indicating a stronger interprofessional attitude.
Readiness for Interprofessional Learning Scale (RLS): Developed by Parsell and Bligh (1999) and revised by McFadyen et al. (2005), this 19-item scale assesses readiness for interprofessional education using a 5-point Likert scale. It includes dimensions such as teamwork, cooperation and roles. The Turkish version ( Onan et al., 2017) has three sub-dimensions, with a Cronbach's alpha of 0.89 for this study's pre-test and 0.90 for the post-test.
Interprofessional Socialisation and Valuing Scale (ISVS-21): Developed by King et al. (2016) to assess beliefs, attitudes and behaviors in interprofessional education. The 21-item scale uses a 7-point Likert scale (1 = not at all; 7 = to a great extent), with higher scores indicating more positive attitudes. The Turkish version ( Kaşalı et al., 2024) has a Cronbach's alpha of 0.93, while this study reported values of 0.92 (pre-test) and 0.94 (post-test).
3.4 Data collectionThe study received ethical approval from the Atatürk University Faculty of Nursing Ethics Committee and permission was obtained from the relevant faculties. Data collection was conducted online in a face-to-face environment. Before the Interprofessional Education Programme, students were informed about the research purpose and scope and verbal and written consent was obtained. A QR code linking to the questionnaire, which included the "Personal Information Form," "Interprofessional Attitude Scale," "Interprofessional Learning Readiness Scale," and "Interprofessional Socialisation and Valuing Scale," was displayed. Students accessed the form via their smartphones and completed it within 15 minutes. Consent was confirmed through a statement in the questionnaire and anonymity was maintained. To match pre- and post-test data, students provided the last five digits of their mobile numbers. Data security was ensured by limiting responses to a single entry via Google Docs settings.
3.5 Education programs and learning environmentsThe Interprofessional Training Programme was designed in four modules. A total of 16 hours of program was implemented, four hours in each module. The trainings were given by faculty members of the faculties of medicine and nursing who were part of the research team. Training halls, classrooms, skill laboratories and simulation rooms of the relevant faculties were used as learning environments.
3.6 Content of the trainingThe training program aimed to address core interprofessional competencies, including ethics, values, roles and responsibilities, communication and teamwork, as highlighted by Barr et al. (2016) and IPEC (2023). This program was meticulously designed to foster collaboration among health professionals and enhance the quality and safety of patient care through a multidisciplinary approach. The structure of the program comprised four comprehensive modules, as summarized in Fig. 1.
The first module emphasized the importance of clearly defining the roles of health professionals to deliver patient-centered care effectively. The session included an overview of the significance of interprofessional education (IPE), its status globally and in Turkey and the benefits of interprofessional collaboration in healthcare. Through interactive training, the specific roles and responsibilities of physicians and nurses were examined, recognizing their integral roles in teamwork and effective collaboration. The second module focused on developing health professionals' communication skills. Participants were trained on methods to establish healthy communication with patients and their families, strengthen team communication and foster empathy. Role-play activities were a key feature of this module, with each group comprising at least one medical and one nursing student to ensure interdisciplinary interaction.
In the third module, students were provided with opportunities to apply their theoretical knowledge of communication skills. Role-play practices based on predefined scenarios allowed students to experience real-life challenges. The module also delved into ethical and professional values, aiming to cultivate shared values, ethical conduct and mutual respect within healthcare teams. Simulated patient laboratory sessions allowed students to engage with scenarios involving ethical dilemmas, professional conflicts and the delivery of bad news. Reflection sessions facilitated in-depth discussions on decision-making processes and conflict resolution in patient management. The fourth module focused on teaching venous blood collection and intramuscular injection techniques to develop students' clinical skills. The skill training was conducted by a nursing faculty member, using structured skill guides. Initially, the trainer demonstrated the procedures, followed by practice sessions for each student, incorporating peer assessments. Trainers evaluated all students at the end of the module to ensure the competency of the acquired skills.
Following the completion of the training modules, a comprehensive evaluation was conducted based on participant feedback. This assessment aimed to gauge the learning outcomes, skill acquisition and areas for program improvement. Students were also provided with a certificate of participation to enhance their motivation. Additionally, a post-test questionnaire, identical to the pre-test, was administered to measure the program's impact. Participants were encouraged to share their opinions and suggestions, which served as valuable input for refining future training programs.
3.7 Data analysisThe data were analyzed using SPSS 22. Descriptive statistics were presented as numbers and percentages. Skewness and Kurtosis values assessed data normality. The chi-square test analyzed group homogeneity for descriptive characteristics. Post-test scores of the "Interprofessional Attitude Scale" and the "Readiness to Learn Between Angels Scale" did not show normal distribution. Mean and standard deviations were reported for scale scores. For normally distributed data, "Independent t-test" and "One Way ANOVA" were used to compare group means, while "Wilcoxon Test" and "Kruskal-Wallis Test" were used for non-normal data. Effect sizes were calculated using "Cohen's d" for the t-test and "Eta Square" for ANOVA. Statistical significance was set at p < .05.
3.8 Ethical Principles of the StudyBefore starting the study, approval was obtained from the Ethics Committee of Atatürk University Faculty of Nursing. Necessary application permissions were obtained from the institutions where the research would be conducted. The principle of "Informed Consent" was fulfilled by informing the participants about the purpose and scope of the research during the data collection phase. Participation in the study was voluntary. The study adhered to the highest ethical standards, including obtaining informed consent from all participants and ensuring compliance with the Declaration of Helsinki. Additionally, rigorous statistical analyses were employed to ensure the reliability and validity of the results.
4 FindingsAccording to the chi-square analysis, the groups were similar in terms of age but differed significantly in gender ( Table 1). In the experimental groups of both medical and nursing students, posttest interprofessional attitude scores were significantly higher compared with pretest scores (Z = -2.531, p = 0.011; Z = -2.131, p = 0.033, respectively). No significant differences were observed in the control groups (Z = -0.262, p = 0.794; Z = -0.912, p = 0.362, respectively). While no significant difference was found between the pretest scores of the four groups (F=0.808, p = 0.492, ηp²=0.020), a significant difference emerged in the posttest scores (KW=8.141, p = 0.043), driven by comparisons involving the Nursing Students’ Experimental Group and Control Groups.
For readiness to learn, no significant differences were observed between pretest and posttest scores in both experimental and control groups of medical and nursing students (p > 0.05). Similarly, no significant differences were found between the four groups for either pretest or posttest scores (F=0.916, p = 0.436, ηp²=0.023; KW=4.060, p = 0.255).
In terms of interprofessional socialization and valuing, posttest scores were significantly higher than pretest scores for the experimental groups of medical and nursing students (t = -2.427, p = 0.022, d=0.443; t = -2.953, p = 0.006, d=0.539, respectively) and for the Medical Students’ Control Group (t = -2.745, p = 0.010, d=0.501). No significant difference was observed in the Nursing Students’ Control Group (t = 0.067, p = 0.947, d=0.012). Pretest scores of the four groups did not differ significantly (F=0.866, p = 0.461, ηp²=0.022), but posttest scores showed significant differences (F=6.579, p = 0.001, ηp²=0.145), largely due to differences involving the Nursing Students’ Control Group and other groups.
5 DiscussionIn the study where the effects of interprofessional education for first-year medical and nursing students on students' interprofessional attitudes, readiness to learn, socialization and valuing levels were examined, it was found that the interprofessional attitudes of both groups who received interprofessional education changed in a positive direction. ( Table 2). These findings provide important clues in understanding the effects of the interprofessional learning process on both medical and nursing students. Addressing a critical gap in the integration of interprofessional education in Turkey's health education system, this study highlights its potential for broader curriculum inclusion. The findings, consistent with international literature, offer valuable guidance for regional curriculum development efforts. Notably, the experimental groups of both medical and nursing students demonstrated significant improvements in interprofessional attitudes, while no such changes were observed in the control groups. This underscores the importance of structured educational interventions in fostering interprofessional attitudes. Nursing students, in particular, showed greater improvements, suggesting a higher predisposition toward interprofessional learning. Their increased exposure to teamwork and collaborative clinical practices during the educational process likely contributed to these enhanced outcomes. This tendency, frequently highlighted in the literature, emphasizes that nursing students are generally more receptive to interprofessional cooperation, thereby benefiting more from related interventions ( Alharbi et al., 2024; Toassi et al., 2021). Conversely, medical students, who often adopt a more individualistic approach to education, may exhibit initial hesitation toward interprofessional learning processes. However, the experimental interventions in this study effectively mitigated such hesitation, resulting in significant improvements in their interprofessional attitudes ( Table 2). The lack of significant changes in the control groups underscores that interprofessional attitudes do not develop spontaneously and require structured interventions. Furthermore, considering nursing students derive greater benefits from these processes, educational programs should be tailored to address the distinct needs of each professional group. Supporting these findings, Toassi et al. (2021) reported in a Brazilian study that nursing students participated more actively in interprofessional learning processes, while medical students displayed a more passive attitude. Similarly, Murray (2021) highlighted that nursing students benefited significantly from simulation-based interprofessional education activities, exhibiting marked improvements in interprofessional interaction skills. Sakr et al. (2022) also observed that simulations enhanced the interprofessional collaboration skills of both medical and nursing students. Together, these findings reinforce the necessity of well-designed interprofessional education programs to support collaborative practices across diverse professional groups.
In this study, no significant difference was found between the experimental and control groups regarding the readiness levels of medical and nursing students for interprofessional learning ( Table 2). This finding indicates that both groups of students already possess a baseline level of motivation and readiness prior to participating in interprofessional education. Medical students may demonstrate higher preparedness for interprofessional learning due to the interdisciplinary nature of their field, while nursing students may exhibit readiness due to their patient-centered care orientation. As a result, these readiness levels remained unchanged following the educational intervention. The lack of significant change in readiness to learn observed in this study may be partially explained by baseline heterogeneity among students. Variations in their initial readiness levels could have influenced the overall effect of the intervention. Future studies might benefit from employing stratified randomization techniques or controlling for baseline readiness levels during analysis to account for these differences. This approach could help isolate the true impact of interprofessional education (IPE) on readiness to learn and provide more accurate insights. Several studies support these findings on readiness for interprofessional learning. Alharbi et al. (2024) observed that nursing students were more open to interprofessional interactions, while medical students approached these processes more cautiously. Similarly, Toassi et al. (2021) reported that nursing students in Brazil participated more actively in interprofessional learning and were inclined toward teamwork, whereas medical students displayed more passive attitudes. Numasawa et al. (2021) found similar trends in Japan, noting higher readiness among nursing students. Filies and Frantz (2021) highlighted that nursing students initially exhibited greater readiness, with medical students becoming more engaged as they gained experience. The positive effects of simulations were also demonstrated by Murray (2021), who found that simulations significantly improved interprofessional readiness. Alruwaili et al. (2020) observed that nursing students in Saudi Arabia valued interprofessional learning more, while medical students were less collaborative. Alzamil and Meo (2020) reported that medical students viewed interprofessional learning positively but lacked clarity about roles and responsibilities. Finally, Aydın et al. (2024) noted moderate student expectations for interprofessional learning, aligning with this study's findings, where nursing students exhibited slightly higher readiness levels without significant differences compared with medical students. The greater clinical exposure and teamwork-based practices experienced by nursing students from their first year may explain this trend. Literature emphasizes that interprofessional education is more impactful when grounded in clinical and teamwork-oriented practices ( Alharbi et al., 2024; Toassi et al., 2021). However, limited practical experiences in this study may have hindered significant differences in readiness levels. Additionally, the minimal use of simulations and interactive methods among medical students may have influenced their readiness levels ( Murray, 2021; Alzamil and Meo, 2020). The lack of sufficient practical experiences and teamwork-based education likely contributed to lower readiness for interprofessional interactions, especially among medical students. This highlights the importance of incorporating diverse, simulation-based and practical teaching methods to enhance readiness for interprofessional learning across disciplines.
According to the study's findings, significant differences were observed between medical and nursing students regarding interprofessional socialization and valuing levels ( Table 2). Both experimental and control groups of medical students showed significant increases, with higher levels observed in the experimental group. Similarly, nursing students in the experimental group exhibited significant improvement, while no such change occurred in the control group, indicating insufficient participation or benefit from interprofessional socialization processes in the latter. The results highlight the effectiveness of interventions in enhancing interprofessional socialization and cooperation skills, especially among medical students, who are generally more hesitant toward interprofessional interactions. Structured interventions successfully improved their attitudes. While nursing students also benefited significantly, the lack of development in control groups underscores the necessity of such interventions. Bloomfield et al. (2021) demonstrated that nursing students gained higher interprofessional socialization skills through these processes. Similarly, Powers and Kulkarni (2023) found positive outcomes for both medical and nursing students and Fusco et al. (2024) reported that simulation-based interprofessional education fosters realistic, collaborative environments. Manspeaker et al. (2024) noted greater benefits for nursing students from workshops, though medical students also improved. Busch et al. (2022) observed that simulations significantly enhanced interprofessional cooperation for both groups. Additionally, Alshogran et al. (2023) showed that even short-term interventions resulted in significant improvements, while Dennis et al. (2021) confirmed the impact of simulation-based training on collaboration skills. Differences between the groups can be attributed to the educational processes: nursing education emphasizes teamwork, while medical education often focuses on individual work, fostering hesitation toward interprofessional processes. However, structured interventions and simulations can improve socialization and collaboration skills for both groups. The study also demonstrated that medical students reached high levels of interprofessional socialization without patient experience, showcasing the significant impact of training on developing theoretical knowledge and cooperation skills. These findings underline the value of interprofessional education in fostering collaboration and interaction skills, even without real clinical exposure.
6 Limitations and strengths of the studyThis study has several limitations that warrant consideration. First, potential interaction between students in the experimental and control groups may have diluted the intervention's effects. Information sharing or cross-contamination between groups could have reduced the measured impact of the interprofessional education (IPE) program. To address this, future studies could separate intervention and control sessions by time or location and implement stricter protocols to enhance group independence and improve result reliability.
Second, the exclusion of other healthcare professions, such as midwifery, dietetics, pharmacy and physiotherapy, limited the scope of the study and its reflection of real-world multidisciplinary collaboration. Including participants from diverse professional backgrounds in future research could provide a more comprehensive understanding of IPE's effectiveness and better mirror the complexity of healthcare teams.
Third, focusing on first-year students limits the applicability of findings to practical interprofessional collaboration. These students, lacking clinical experience, may not fully grasp the complexities of healthcare settings. Future research could evaluate the impact of IPE on more experienced students or practicing professionals to assess its effects in real-world contexts.
Another limitation is baseline heterogeneity in students' readiness to learn, which may have influenced the lack of significant changes observed. Future studies could use stratified randomization or adjust for baseline readiness levels to improve the precision of results and clarify the effects of IPE. Additionally, the possibility of a Hawthorne effect, where participants alter their behavior due to study awareness, might have influenced engagement and responses. Employing strategies such as blinding participants to the study's specific aims or using observational designs could mitigate this bias in future research.
Self-selection bias may also be a factor, as participants who volunteered could have had preexisting interest or positive attitudes toward IPE, potentially skewing results. Lastly, the four-week intervention period might not have been sufficient to observe lasting changes in readiness to learn or other outcomes. Future studies should consider longer or repeated interventions to evaluate the development of interprofessional skills and attitudes more comprehensively.
Despite these limitations, the study's strongest attribute is its contribution to the limited body of IPE research in Turkey. By addressing a critical gap in the field, it provides valuable insights and highlights the need for broader multidisciplinary participation in future studies. Expanding the scope of research could help design more holistic educational strategies and improve healthcare delivery.
7 Conclusion and recommendationsThis study revealed that simulation-based training had a positive impact on the interprofessional attitudes of first-year medical and nursing students. Post-training evaluations indicated significant improvements in students’ attitudes towards teamwork and cooperation, highlighting the effectiveness of interprofessional education (IPE) in fostering collaboration skills. These findings demonstrate the importance of structured training in raising awareness about the value of interprofessional collaboration in healthcare settings.
Despite the intervention, no significant change was observed in readiness for interprofessional learning. This suggests that students were already at a high baseline level of readiness or that the training was not sufficiently targeted to affect this dimension. Future training designs should include more comprehensive strategies, such as longer durations or interactive modules, to address this aspect effectively.
Interprofessional education significantly increased levels of socialization and valuing other professional groups. Students demonstrated stronger beliefs, attitudes and behaviors toward interprofessional collaboration and a heightened appreciation of the roles and responsibilities of other healthcare professions. These outcomes underline the potential of IPE to create a culture of mutual respect and teamwork in healthcare education.
Interprofessional education should be systematically integrated into healthcare curricula to enhance teamwork, communication and collaboration among healthcare professionals. Training programs should include targeted strategies to improve readiness for interprofessional learning, such as interactive modules and extended training durations. Expanding interprofessional education to other health professional groups could further improve healthcare service quality and collaboration. Future studies should involve larger, multi-center samples to validate findings and explore subgroup variations. Mixed-methods approaches combining quantitative and qualitative methods should be employed to gain deeper insights into students' experiences and the long-term impact of interprofessional education. Training designs should emphasize the development of interprofessional identity, fostering sustainable collaboration and teamwork among healthcare professionals.
Summary of findingsThe study highlights the transformative potential of interprofessional education to improve attitudes, socialization and collaboration among healthcare students. While readiness to learn remained unchanged, the findings emphasize IPE’s role in promoting teamwork, communication and mutual understanding before graduation. The randomized controlled trial design minimized bias and strengthened the reliability of the results, offering robust evidence for integrating IPE into healthcare curricula. Such integration can improve the readiness of healthcare professionals to collaborate effectively, contributing to safer and more efficient patient care.
Implications for education and practiceThe findings of this study underscore the critical role of interprofessional education (IPE) in enhancing collaboration, communication and teamwork among healthcare students, particularly medical and nursing students. Structured IPE programs, especially those incorporating simulation-based and collaborative learning approaches, have been shown to improve students' interprofessional attitudes and socialization levels. This directly contributes to better teamwork and communication in clinical settings, reducing medical errors and improving patient outcomes. Including IPE in healthcare curricula can provide significant clinical benefits by fostering skills essential for patient safety and high-quality care. Expanding IPE to include diverse healthcare professions and incorporating real-world scenarios will better prepare students for multidisciplinary teamwork, enhancing their ability to address complex healthcare challenges and improving the overall quality of the healthcare system.
Ethical approvalThis study received 04/01/2024 dated and 2024–1/6 numbered approval from the Erzurum Atatürk University Faculty of Medicine Ethical Board. Informed consent was also obtained from participants who agreed to participate. The study adhered to the Helsinki Declaration.
Funding informationThis research was funded by Atatürk University Scientific Research Projects Coordination Unit under project code TSA-2024–14058.
Author contributions- Study conception and design: BÇ, RBA, AY, EÇT
- Data collection: BÇ, RBA, AY, EÇT
- Data analysis and interpretation: BÇ, RBA, EÇT
- Drafting of the article: RBA, AY, EÇT
- Manuscript writing: BÇ, RBA
- Critical revision of the article: RBA, AY
Esra Çınar Tanrıverdi: Validation, Supervision, Software, Resources, Project administration, Methodology, Funding acquisition, Formal analysis, Conceptualization. Reva Balcı Akpınar: Writing – review & editing, Writing – original draft, Visualization, Validation, Project administration, Methodology, Funding acquisition. Afife Yurttaş: Supervision, Software, Project administration, Investigation, Funding acquisition, Formal analysis, Conceptualization. Bahar Çiftçi: Writing – review & editing, Writing – original draft, Visualization, Validation, Supervision, Software, Resources, Project administration, Methodology, Investigation, Funding acquisition, Formal analysis, Data curation, Conceptualization.
Declaration of Competing InterestThe data that support the findings of this study are available on request from the corresponding author. The data are not publicly available due to privacy or ethical restrictions.
AcknowledgmentWe would like to express our sincere gratitude to Atatürk University Scientific Research Projects Coordination Unit for supporting this research under the project code TSA-2024–14058. The funding provided has been instrumental in facilitating the completion of this study, and we deeply appreciate the continued support for academic and scientific research at Atatürk University. The authors would like to thank the students who participated in the research.We would like to thank specialist nurse Mükremin Taşkın and specialist nurse Burak Yavuz for their support in drawing fig 1 of the study.
Authorship statementAll listed authors meet the authorship criteria and that all authors agree with the content of the manuscript.
| Variables | Groups | Test Value and Significance | ||||||||
| Medical students | Nursing students | |||||||||
| Experiment (n = 30) | Control (n = 30) | Experiment (n = 30) | Control (n = 30) | |||||||
| n | % | n | % | n | % | n | (%) | |||
| | 18–19 years old | 24 | 80,0 | 20 | 66,7 | 17 | 56,7 | 18 | 60,0 | x
2 = 4.261
p = 0.235 a |
| 20 years and over | 6 | 20,0 | 10 | 33,3 | 13 | 43,3 | 12 | 40,0 | ||
| | Male | 19 | 63,3 | 13 | 43,3 | 3 | 10,0 | 19 | 63,3 | x
2 = 23.030
p = 0.001 a |
| Woman | 11 | 36,7 | 17 | 56,7 | 27 | 90,0 | 11 | 36,7 | ||
| | Good | 12 | 40,0 | 15 | 50,0 | 6 | 20,0 | 7 | 23.3 | x
2 = 4.753
p = 0.093 a |
| Medium | 8 | 26,7 | 10 | 33,3 | 14 | 46,7 | 12 | 40,0 | ||
| Bad | 10 | 33.3 | 5 | 16,7 | 10 | 33,3 | 11 | 36,7 | ||
| Groups | Intergroup Test value and Significance a | |||||
| Medical students | Nursing students | |||||
| Experiment (n = 30) | Control (n = 30) | Experiment (n = 30) | Control (n = 30) | |||
| X ± SD | X ± SD | X ± SD | X ± SD | |||
| | | 143.40 ± 29.00 | 151.83 ± 30.23 | 152.77 ± 27.75 | 143.43 ± 37.47 | F= 0.808, p = 0.492
ηp²= 0.020 |
| | 159.80 ± 31.25 | 152.50 ± 24.36 | 166.37 ± 12.53 | 148.67 ± 29.28 | | |
| | | Z = −0.262
p = 0.794 | | Z = −0.912
p = 0.362 | ||
| | | 74.47 ± 12.83 | 74.83 ± 10.13 | 77.47 ± 7.45 | 73.00 ± 11.43 | F= 0.916, p = 0.436
ηp²= 0.023 |
| | 77.10 ± 10.72 | 76.13 ± 9.02 | 79.90 ± 7.73 | 73.90 ± 13.97 | KW= 4.060
p = 0.255 | |
| | Z = −1.010
p = 0.312 | Z = −0.141
p = 0.888 | Z = −1.483
p = 0.138 | Z = −0.775
p = 0.438 | ||
| | | 5.11 ± 0.82 | 5.08 ± 0.67 | 4.89 ± 0.93 | 4.83 ± 0.84 | F= 0.866, p = 0.461
ηp²= 0.022 |
| | 5.48 ± 0.71 | 5.58 ± 0.72 | 5.53 ± 0.81 | 4.82 ± 0.83 | | |
| | | | | t = 0.067
p = 0.947 d= 0.012 | ||
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