Health Students’ Perceptions of Acquired Interprofessional Education Competencies in Community Settings

Abstract

Implementing interprofessional education (IPE) in a community setting is beneficial for both students and the community. However, there is a lack of understanding regarding how IPE competencies are acquired. This study assessed students’ perceptions of IPE implementation in the community across multiple institutions. Additionally, we explored the experiences of students and instructors during IPE implementation. The study employed a mixed-method design. Students from four institutions with IPE programmes in a community setting were asked to complete a standardised questionnaire covering four domains related to learning outcomes: (a) understanding ethics and values, (b) roles and responsibilities, (c) communication, and (d) teamwork. A Kruskal-Wallis test was conducted to identify differences in students’ perceptions across institutions. Furthermore, we used thematic analysis to examine data from focus group discussions (FGDs) with students and lecturers to gain deeper insights into their experiences in acquiring competencies and implementing IPE. Of 1,054 participants from four institutions, 970 returned the questionnaires, including 566 medical, 135 nursing, 145 nutrition, and 126 midwifery students, for a response rate of 92%. All students held positive perceptions of the competencies, though perceptions varied across institutions. The qualitative study revealed that both students and instructors valued the experiences of acquiring competencies, which also benefited community members. Students have positive perceptions of the competencies gained through IPE implementation in a community setting. Developing feasible assessment methods and tools across all institutions is essential. Additionally, the programme enhances the well-being of both students and the community.