Measuring Attitudes of Clinical Laboratory Science Students toward Interprofessional Education using the Readiness for Interprofessional Learning Scale (RIPLS)

Abstract

BACKGROUND The current complex environment of healthcare demands a comprehensive approach where teamwork and communication are paramount. Interprofessional education (IPE) is one avenue to promote collaboration. Our objective was to determine the attitudes of Clinical Laboratory Science (CLS) students toward IPE. METHODS The revised Readiness for Interprofessional Learning Scale (RIPLS) was chosen to assess CLS student’s attitudes toward IPE after participating in an interprofessional simulation. In addition to the RIPLS items, demographics, and previous experience in healthcare and interprofessional simulation were collected. RESULTS Fifty participants had an average age of 26.7 years (SD = 5.25), 70% were female and 46% were white. In addition, 26% had experience in interprofessional simulation, while 48% had worked in healthcare. Students’ scores were high in all questions of RIPLS subscales except for the questions belonging to the Negative Professional ID (inverted scale) and for the Roles and Responsibilities subscales. CONCLUSION UAB CLS students have a positive attitude about interprofessional education. Faculty in CLS programs should provide interprofessional experiences for their students.