A mixed-method study to determine the readiness of medical and health sciences students for interprofessional education in a Gulf university

Background High‐quality patient care is a complex phenomenon that requires collaboration among healthcare professionals. Research has shown that Interprofessional Education (IPE) carries promise to improve collaborative work and patient care. So far, collaboration among various medical disciplines remains a challenge. Several survey-based studies have reported attitudes about IPE, but very few mixed methods studies, particularly in Arabic-speaking countries, have been conducted to determine medical students’ perspectives and readiness. Methods A two-staged sequential mixed methods study was conducted among medical and health sciences students of University of [---],[country]. The perspectives of students toward IPE and collaborative practice were first gathered by administering a validated instrument; namely Readiness for Interprofessional Learning Scale (RIPLS). This was followed by detailed focused group discussions. Quantitative and qualitative data analysis were performed using SPSS and NVivo, respectively.Results This study cohort included 282 students. All respondents showed readiness to adopt IPE as all statement of RIPLS survey scored high means. Highest mean of 5 was achieved for IPE elements of identifying and resolving patients’ problems and small group work. Three main themes were generated; prior knowledge, need for IPE framework and its implementation. Information workload, lack of clarity and less focused teaching pedagogies of IPE were considered as perceived barriers. Conclusion This study demonstrates substantial agreement of medical and health sciences students towards readiness and perceived effectiveness of IPE. Educators are urged to embed new IPE program into the existing curricular framework that can potentially enhance collaborative learning and improve quality of patient care.