This study offered insights into whether learning styles might affect attitudes toward IPE . A statistical relationship could be established between learning styles and attitudes toward interprofessional collaboration, which is not in line with previously reported research [6].
Students’ attitudes toward IPE
In this study, the total RIPLS score was 69.70, which is lower than that reported in previous studies carried out in China, which ranged from 70.49 ~ 73.55 [9, 10]. This difference can be explained by the difference in sample selection. It was reported that attitudes toward IPE change as student grades and discipline change [11]. The study excluded disciplines such as public health and physical therapy, which were associated with higher RIPLS scores. This study included only nursing students and clinical medicine students because collaboration between nurses and clinicians is the most common collaboration in clinical environments and directly affects patient outcomes [12].
The scores for the subscales negative professional identity and roles and responsibility were 8.47 and 6.21, respectively, which were both lower than those of previous studies, with scores ranging from 10.35 ~ 11.15 and 7.72 ~ 9.74, respectively. The scores for the teamwork and collaboration subscale and for positive professional identity were 38.29 and 16.73, respectively, which were both higher than those of previous studies, with scores ranging from 36.13 ~ 37.21 and 15.97 ~ 16.07, respectively [9, 10]. The results revealed students’ poor understanding of their professional role. This could be because the students selected were mainly in grades 2 ~ 4 and were not directly aware of real-world doctor and nurse cooperation [13]. In the future, medical education should pay more attention to early exposure to clinical settings and career guidance to remind students of the more precise positioning of doctors and nurses on the current interprofessional team [14].
Relationships between gender, age, study stress and discipline and attitudes toward IPE
The present study showed that gender, age, and discipline can influence attitudes toward IPE. Female students had a more positive attitude toward IPE, which is consistent with the findings of previous research [17, 18]. This phenomenon could be explained that females usually have more trust in their team colleagues’ abilities but less confidence in their own abilities, as a result show more interest in teamwork, which is indispensable in IPE [22]. Older students had a more positive attitude toward IPE, which was also consistent with the findings of previous research [23]. Older students often have a deeper understanding of interprofessional cooperation and therefore obtain higher scores. Students with more academic stress had more negative attitudes toward IPE. Previous studies have reported that study stress results in sleep disorders, decreased attention, and increased interpersonal conflicts [24, 25]. These factors may lead to reduced attitudes towards IPE.
In contrast to the findings of previous research, the study found no significant difference in the attitudes of clinical medicine and nursing students toward IPE [26, 27]. For the past few years. the nurse‒doctor relationship has gradually shifted from the traditional dominant-subordinate model to a juxtaposition-complementary model, and students realize that skill enhancement is necessary, interprofessional cooperation is mutual [28].
Relationships between learning modes and learning styles and attitudes toward IPE
Learning modes and attitudes toward IPE
Compared with the other 3 learning modes, the AE mode can increase enthusiasm toward IPE. The results was in line with previous research and together showed that AE-dominant learners (accommodators and convergers) were associated with more active attitudes toward IPE [17]. The study showed that learners who emphasized the AC mode over the CE mode (AC-CE) showed more active attitudes toward IPE. In conclusion, learners who prefer the AC and AE mode typically demonstrated more active attitudes toward IPE.
The AC mode requires learners to use logic to assimilate and distill their experience and reflections into a generalized concept [18]. Interprofessional learners use the AC mode mainly in the preparation phase before IPE, where the learners independently study interprofessional knowledge unfamiliar to them. The preparation phase often involves theoretical concepts and favors a more conceptual and analytical style of learning, aligning well with AE mode [29, 30]. This can explain why learners who emphasize AC over CE are more active. To improve learning outcomes for individuals who favor the CE mode, it is advisable to incorporate vivid clinical cases [31]. This strategy helps make the knowledge more tangible and relatable, thereby facilitating a deeper understanding and engagement with the interprofessional knowledge.
Learners who prefer the AE mode are more active in IPE because the mode can help make decisions and solve problems, corresponding to the competency framework required for IPE, which emphasis conflict resolution [9, 32]. In IPE study, learners solve problems related to real-world healthcare scenarios together with their interprofessional team members, apply prior knowledge to suggest and critique solutions [29, 30]. The AE mode is particularly vital in real-world healthcare scenarios where clinicians and nurses frequently encounter challenges such as communication conflicts and complex clinical issues [33]. To enhance AE mode, problem-based learning (PBL) approach can be adopted. This education method can not only sharpen critical thinking and decision-making skills but also help healthcare professionals effectively navigate and resolve real-life medical situations [34, 35].
Learning style and attitudes toward IPE
The study showed that convergers had more active attitudes toward IPE. The converging learning style involves using the AC mode and AE mode. These results are in line with the relationship between learning mode and attitudes toward IPE in this study, and consistent with previous studies [17]. Convergers’ unique characteristics can explain their passion for IPE. Firstly, Convergers are known for their strong problem-solving skills, as they can approach situations logically and analytically [9]. This trait is particularly beneficial in interprofessional settings where complex, multifaceted problems often arise. Secondly, convergers are more adaptable to education innovations. For instance, a study integrating Facebook into traditional classroom settings showed that participants with a converging learning style performed better, highlighting their adaptability and openness to new teaching methods [36]. This adaptability is crucial in IPE, where learners must adapt and apply concepts from various disciplines.
The study highlights a significant gap in current interprofessional education. The study identifies convergers—learners who excel in both abstract conceptualization and active experimentation—as particularly adept at interdisciplinary learning yet markedly rare. The study serves as a pivotal call to action, not only aims to foster convergers but also enhances overall learners’ engagement and proficiency in handling diverse and multifaceted clinical problems, thereby preparing a more adaptable and innovative future workforce.
This study recommends 2 potentially effective strategies. Firstly, integrating role-playing and scenario simulation into regular curriculums can enhance IPE by clarifying roles and improving skills such as communication, teamwork, empathy, and mutual respect [37]. These strategies offer a structured and safe learning environment that boosts student competencies in IPE [38]. Secondly, PBL should be implemented as it develops problem-solving skills, and enhances learners’ engagement and motivation by fostering self-directed learning [39, 40]. These improvements in skills prepare learners effectively for IPE.
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