Interprofessional education’s readiness among Brazilian medical students / Interprofessionelle Bildung: Bereitschaft unter brasilianischen Medizinstudierenden

Secreti Prevedello, Alexandra; dos Santos, Fernanda; Reisdorfer, Emilene

doi:10.2478/ijhp-2024-0011

Figures & Tables

Diagnostic analysis for F1, F2, F3 RIPLSs factors.

F1, F2, F3 RIPLS’s factors distribution.

Brazilian medical students’ personal information_

Variables		n. (%)
Age	Minimum	21
Age	Maximum	52
Gender	Female	355 (55,2%)
Gender	Male	287 (44,7%)
Previous college education	Yes	72 (11.2%)
	No	569 (88.6%)
	Did not respond	01 (0.2%)
Previous bachelor’s degree	Yes. completed	45 (7%)
	Yes. not completed	70 (10,9%)
	No	412 (64,2%)
	Did not respond	115 (17,9%)
Medical program semester	Ninth	136 (21,2%)
	Tenth	177 (27,6%)
	Eleventh	143 (22,2%)
	Twelfth	186 (29,0%)
Prior teamwork experience during the course	Yes	433 (67,4%)
	No	206 (32.2%)
	Did not respond	3 (0.4%)

Mean scores of students by RIPLS factors and independent variables_

RIPLS factor	Variables		N	Mean	SD	p-value
F1 Teamwork	Male		286	56.50	6.71	<0.001
F1 Teamwork	Female		354	58.18	6.44	<0.001
F2 Professional identity	Male		286	21.61	4.68	<0.001
F2 Professional identity	Female		354	19.97	4.46	<0.001
F3 Patient-centered care	Male		286	22.73	2.24	<0.001
F3 Patient-centered care	Female		354	23.04	2.03	<0.001
F1 Teamwork	Prior college training	Yes	72	57.06	6.40	0.2961
F1 Teamwork		No	568	57.46	6.66	0.2961
F2 Professional identity		Yes	72	20.21	4.57	0.484
F2 Professional identity		No	568	20.77	4.63	0.484
F3 Patient-centered care		Yes	72	22.65	2.10	0.0735
F3 Patient-centered care		No	568	22.93	2.13	0.0735
F1 Teamwork	Previous bachelor’s degree	Yes	522	57.41	6.42	0.592
F1 Teamwork		No	118	57.43	7.49	0.592
F2 Professional identity		Yes	522	20.52	4.64	0.0453
F2 Professional identity		No	118	21.53	4.50	0.0453
F3 Patient-centered care		Yes	522	22.95	2.12	0.0411
F3 Patient-centered care		No	118	22.64	2.18	0.0411
F1 Teamwork	Public university	1	124	56.29	8.08	0.5043
		2	58	57.67	6.56
		3	87	57.47	6.41
		4	91	57.20	6.26
	Private university	5	88	58.14	5.75
	Private university	6	193	57.81	6.20
F2 Professional identity	Public university	1	124	19.80	5.11	<0.001
		2	58	19.10	4.22
		3	87	19.24	4.10
		4	91	21.87	4.04
	Private university	5	88	21.02	4.45
	Private university	6	193	21.74	4.59
F3 Patient-centered care	Public university	1	124	22.44	2.19	<0.001
		2	58	22.91	2.30
		3	87	22.99	2.14
		4	91	22.51	2.14
	Private university	5	88	22.74	2.38
	Private university	6	193	23.40	1.79
F1 Teamwork	Medical program semester	9	136	58.65	5.94	<0.001
		10	176	57.03	6.38
		11	143	57.03	6.32
		12	186	57.17	7.43
F2 Professional identity		9	136	19.71	4.77	0.009
		10	176	21.16	4.51
		11	143	21.44	4.63
		12	186	20.44	4.50
F3 Patient-centered care		9	136	23.21	1.97	0.0154
		10	176	22.99	2.01
		11	143	22.60	2.37
		12	186	22.81	2.14
F1 Teamwork	Previous teamwork experience	Yes	489	57.74	6.48	0.0231
F1 Teamwork		No	145	56.39	7.03	0.0231
F2 Professional identity		Yes	489	20.59	4.68	0.0721
F2 Professional identity		No	145	21.06	4.46	0.0721
F3 Patient-centered care		Yes	489	22.96	2.11	0.099
F3 Patient-centered care		No	145	22.72	2.18	0.099
F1 Teamwork	Current clinical practice	Primary Care	76	58.66	6.03	<0.001
F1 Teamwork		Acute care	541	57.28	6.66	<0.001
F2 Professional identity		Primary Care	76	20.51	3.83	0.1473
F2 Professional identity		Acute care	541	20.69	4.73	0.1473
F3 Patient-centered care		Primary Care	76	23.41	1.81	0.002
F3 Patient-centered care		Acute care	541	22.83	2.12	0.002

Mean scores of students by RIPLS factors and RIPLS items_

RIPLS	N	mean	SD	min	max
Factor
F1 Teamwork	642	4.11	1.02	1.00	5.00
F2 Professional identity	642	2.50	0.12	1.00	5.00
F3 Patient-centered care	642	4.58	0.06	1.00	5.00
Items
1- Learning with other students will help me become a more effective participant of a health care team	641	4.47	0.64	1.00	5.00
2- Patients ultimately benefit if health care professionals work together to solve patients’ problems	642	4.54	0.63	1.00	5.00
3- Shared learning with other health care professionals will increase my ability to understand clinical problems	641	4.35	0.77	1.00	5.00
4- Learning with health care students from other disciplines before qualification would improve relationships after qualification	637	4.38	0.77	1.00	5.00
5- Communication skills should be learned together with health care professionals	639	3.92	1.01	1.00	5.00
6- Shared learning will help me to think positively about other health care students and professionals	640	4.18	0.81	1.00	5.00
7- For small group learning to work, students need to trust and respect each other	640	4.59	0.58	2.00	5.00
8- Teamwork skills are essential for all students to learn	640	4.53	0.65	1.00	5.00
9- Shared learning will help me to understand my own limitations	638	4.20	0.83	1.00	5.00
10- I don’t want to waste my time learning with other health care students	639	1.62	0.83	1.00	5.00
11- It is not beneficial for undergraduate health care students to learn together	642	1.74	0.88	1.00	5.00
12- Problem-solving skills for clinicians should only be learned from students of my course	639	1.93	1.01	1.00	5.00
13- Shared learning with other health care students will help me to communicate better with patients and other professionals	639	4.15	0.87	1.00	5.00
14- I would welcome the opportunity to work on small-group projects with other health care students	639	3.83	0.96	1.00	5.00
15- Shared learning helps to clarify the nature of patient problems	641	4.11	0.79	1.00	5.00
16- Shared learning before qualification would help health care professionals become better team workers	640	4.37	0.67	1.00	5.00
17- The role of other health professionals is mainly to provide support for doctors	642	1.46	1.03	1.00	5.00
19- I have to acquire much more knowledge and skills than other health care students	638	3.13	1.22	1.00	5.00
21- I would feel uncomfortable if another health care student knew more about a topic than I did	642	2.06	1.03	1.00	5.00
22- Will I be able to use my judgment in my professional role	637	3.45	0.95	1.00	5.00
23- Reaching a diagnosis will be the main the function of my professional role	642	2.94	1.12	1.00	5.00
24- My main responsibility as a professional will be to treat my patient	640	3.63	1.04	1.00	5.00
25- I like to understand the patient’s side of the problem	640	4.33	0.62	1.00	5.00
26- Establishing a relationship of trust with my patients is important to me	640	4.72	0.46	3.00	5.00
27- I try to communicate with compassion with my patients	640	4.56	0.57	2.00	5.00
28- Thinking about the patient as a person is important in getting treatment right	642	4.65	0.57	1.00	5.00
29- In my profession, one needs skills in interacting and cooperating with patients	642	4.67	0.59	1.00	5.00

Interprofessional education’s readiness among Brazilian medical students / Interprofessionelle Bildung: Bereitschaft unter brasilianischen Medizinstudierenden

Figures & Tables

Graphic 1.

Graphic 2:

Brazilian medical students’ personal information_

Mean scores of students by RIPLS factors and independent variables_

Mean scores of students by RIPLS factors and RIPLS items_

Paradigm

My account