AI Summary & Key Takeaways
AI InsightThe results demonstrated a remarkable variation between the years of their study in terms of readiness for interprofessional learning (P = .029), teamwork and collaboration (P = .006), and roles and responsibilities (P = .018), and this difference was due to third-grade students.
📌 3 Key Takeaways
Abstract
Objective: The present study examined the readiness of midwifery students for interprofessional learning and the relationship of it with the years of their study. Materials and Methods: A cross-sectional analytical study was done with 250 undergraduate midwifery students. Using a convenience sample of students, attitudes toward interprofessional learning was measured using 1 standardized instrument: Readiness for Interprofessional Learning Scale. The data were analyzed using one-way analysis of variance and post hoc least significant difference’s (LSD) test. Results: The total mean scores of readiness for interprofessional learning were 69.99 ± 15.43. The results demonstrated a remarkable variation between the years of their study in terms of readiness for interprofessional learning (P = .029), teamwork and collaboration (P = .006), and roles and responsibilities (P = .018), and this difference was due to third-grade students. Conclusions: Midwifery students’ level of readiness for interprofessional learning was high and reached the highest value in the third year of their study. The out- comes of the study recommend that the baseline attitudes of students should be taken into consideration by midwifery educators while designing interprofessional education curricula. Interprofessional learning could be integrated into the curriculum of midwifery professional programs which may trigger the students’ ambi- tion to be competent in their profession while comprehending other professions’ roles.