Objectives: To measure pharmacy student readiness for interprofessional education (IPE) and compare the results to medical, nursing, occupational therapy (OT), and physical therapy (PT) student peers using the Readiness for Interprofessional Learning Scale (RIPLS).
Methods: First-year medical, nursing, OT, pharmacy, and PT students (n=544) participate in a 2-year longitudinal, interdisciplinary curriculum where they are assigned to a team including a Health Mentor (patient volunteer with chronic condition). Aims include understanding team roles and patient-centered care. All students complete the RIPLS at baseline and after completing years 1 and 2. RIPLS contains 3 subscales related to readiness for IPE: 1.)teamwork and collaboration; 2.)professional identity; and 3.)roles and responsibilities.
Results: At baseline, using the total RIPLS score, significant differences were observed between medicine and nursing, OT, and pharmacy (all p-values <0.05) with the latter 3 disciplines appearing to be more ready for IPE. Pharmacy (n=70) scored significantly higher than medicine in subscale 1 (p=0.028), subscale 2 (p=0.003), and subscale 3 (p=0.005). The RIPLS results for this cohort at the end of year 1 will be collected and analyzed in April 2009.
Implications: Identifying differences in baseline readiness for IPE allows all programs participating in the delivery of this longitudinal curriculum to recognize the strengths and areas of improvements. Information will be used in improving the orientation to and curricular components of the program.
Recommended CitationUmland, Elena M.; Sanoski, Cynthia A.; Veloski, Jon; Lyons, Kevin; Giordano, Carolyn; Arenson, Christine; and Rose, Molly, "Title: Student Readiness For Interprofessional Learning: Baseline and Midpoint in the Jefferson Health Mentor Program" (2009). Jefferson School of Pharmacy Faculty Papers. Paper 6.