The perspectives of pre-med, med, and pharm students on cross-disciplinary learning

Abstract

Shared learning is becoming more important in health professional education throughout the world due to the widespread notion that
increased cooperation and communication within and between health care teams will lead to better patient outcomes. Negative student
attitudes may be the most difficult to alter, even more so than institutional roadblocks that prevent the implementation of
interprofessional learning. The purpose of this research was to quantify first-year medical, nursing, and pharmacy students' pre-course
sentiments regarding interprofessional education.
Desigm First-year medical, nursing, and pharmacy students at the University of Auckland were given the Readiness for
Interprofessional Learning Scale (RIPLS) (University of Liverpool, Department of Health Care Education). The dissimilarities
between the three categories were examined.
Settimg School of Health and Medical Sciences,
As a result, most students saw collaborative learning as a pleasant experience. Patient care and professional relationships were both
considered to benefit from the development of cooperation abilities via collaborative learning. Students in the fields of nursing and
pharmacy, on the other hand, were more confident that improved collaboration would result from their shared educational
experiences. Although they were the least confident in their future careers, medical students believed they needed to learn more than
their nursing and pharmacy counterparts.
Concluding; As the first year of medical school, students should concentrate on learning how to operate well in a team. When and
how students should be exposed to information about various occupations remains an open question.