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Interprofessional education (IPE) is vital for preparing a competent health workforce. Despite the proven benefits of interprofessional collaborative practice (IPCP), barriers to its implementation persist. Given the importance of health professionals’ perspectives for IPCP success, we investigated the perceptions of IPCP among final-year health science students at Khon Kaen University, Thailand, while they transition into practice. A cross-sectional online survey conducted from February to April 2023 included 989 students across six health science disciplines, with a response rate of 57.8%. Using the SPICE-R2 questionnaire on a five-point Likert-type scale, we assessed perceptions related to interprofessional teamwork, roles and responsibilities, and patient outcomes. Results showed significant diversity in IPCP perceptions and experiences with IPE. Nursing students consistently demonstrated the highest IPCP perceptions, while medical and public health students scored the lowest. Positive perceptions about IPCP were notably associated with nursing students and those satisfied with the learning process. Dentistry students and those with IPE experience also exhibited more favorable views on teamwork. This study suggests the need to address disparities in IPCP perceptions among student groups, which is essential for enhancing interprofessional collaboration in future health professionals. [ABSTRACT FROM AUTHOR]

To integrate the indoor and outdoor physical environment management at the Child Development Centers (CDCs) for enhancing early childhood learning consonance development with the Project Strengthen Capacity of Local Communities in Caring for Children Aged 2-5 Years Treasures (COACT). To apply the laws, regulations, and order contextual authorities with the Local Government Organization for appropriating innovations at the 15-CDCs. Teachers’ performances with curriculum and instruction, experiencing management of their work regularly operations, systematic manner standard quality, and academic principles. Most of the CDCs have enough sufficient IPEM and OPEM areas for playing activities. The loving families, strong social, and interpersonal skills while excelling academics, and effects in six main extracurricular activities: movement and rhythm, creative, freedom, experience, an outdoor, and educational game is provided in five principles; movement development, small muscle development and intelligence, language understanding, language development, developing self-help, and society goal for enhancing learning and conforming operations at CDCs. Comparisons between accounting the 15-indoor learning CDC centers following as linear equation y = -4.002x + 32.00 and the determination efficient predictive value (R²) indicates of 0.90. The total area size of the 15 learning CDC centers by total area (square meters per 1 child) following as linear equation: y = 3.112x -9.254 and the determination of efficient predictive value (R 2 ) indicates of 0.603, respectively. [ABSTRACT FROM AUTHOR]