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Background <p>With increasing complexity in patient care, IPE has been proposed to improve interprofessional teamwork and improve outcomes. This study was conducted to evaluate the impact of a structured IPE activity on students’ collaborative perceptions and competencies.</p> Method <p>This study employed a quasi-experimental pre-post intervention design to assess changes in perceptions and self-reported competencies using validated tools (SPICE-R2 and ICCAS). The IPE intervention comprised a full day didactic sessions and case studies. Paired-samples t-tests, repeated measures ANOVA, and MANCOVA were utilized to assess changes and identify predictors.</p> Results <p>A total of 182 students (pharmacy: 66.5%, nutrition: 15.9%, and biomedical sciences: 17.6%) were included, with 154 students (84.6%) responding to the postsurvey. The pre-activity total SPICE-R2 score was moderately high (40.81 ± 6.09), and increased significantly to 45.65 ± 5.61 (<i>p</i> &lt; 0.001) post-activity, with all subscales of interprofessional teamwork, roles and responsibilities, and patient outcomes showing significant improvements (<i>p</i> &lt; 0.001). The pre-activity total ICCAS score was moderately high (73.13 ± 7.35), and increased significantly to 87.51 ± 5.25 (<i>p</i> &lt; 0.001) with the greatest gains observed in communication (+ 4.13), conflict resolution (+ 3.04), and team functioning (+ 2.10). Compared with pharmacy students, nutrition students showed greater improvements in both SPICE-R2 (B = 9.193, <i>p</i> &lt; 0.001) and ICCAS (B = 6.605, <i>p</i> = 0.007) scores. Students with prior health education and IPE exposure reported greater improvements in both SPICE-R2 and ICCAS scores (<i>p</i> &lt; 0.05). Conversely, clinical employment significantly predicted lower gains on the SPICE-R2 (B=-3.136, <i>p</i> = 0.047).</p> Conclusion <p>The intervention led to significant improvements in interprofessional collaborative perceptions and competencies. Future longitudinal evaluations are needed to assess sustained impact and transfer to clinical practice.</p>

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Evaluating the impact of an interprofessional education intervention on health profession students’ perceptions and collaborative competencies in Lebanon: a quasi-experimental study

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  • 出版模式：

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  • 发表日期：

    2025年10月22日

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  • Iqbal Fahs,
  • Mariam Dabbous,
  • Jihan Safwan,
  • Faten Hamed,
  • Seham Kanaan,
  • Fouad Sakr,
  • Mohamad Rahal

摘要

Background

With increasing complexity in patient care, IPE has been proposed to improve interprofessional teamwork and improve outcomes. This study was conducted to evaluate the impact of a structured IPE activity on students’ collaborative perceptions and competencies.

Method

This study employed a quasi-experimental pre-post intervention design to assess changes in perceptions and self-reported competencies using validated tools (SPICE-R2 and ICCAS). The IPE intervention comprised a full day didactic sessions and case studies. Paired-samples t-tests, repeated measures ANOVA, and MANCOVA were utilized to assess changes and identify predictors.

Results

A total of 182 students (pharmacy: 66.5%, nutrition: 15.9%, and biomedical sciences: 17.6%) were included, with 154 students (84.6%) responding to the postsurvey. The pre-activity total SPICE-R2 score was moderately high (40.81 ± 6.09), and increased significantly to 45.65 ± 5.61 (p < 0.001) post-activity, with all subscales of interprofessional teamwork, roles and responsibilities, and patient outcomes showing significant improvements (p < 0.001). The pre-activity total ICCAS score was moderately high (73.13 ± 7.35), and increased significantly to 87.51 ± 5.25 (p < 0.001) with the greatest gains observed in communication (+ 4.13), conflict resolution (+ 3.04), and team functioning (+ 2.10). Compared with pharmacy students, nutrition students showed greater improvements in both SPICE-R2 (B = 9.193, p < 0.001) and ICCAS (B = 6.605, p = 0.007) scores. Students with prior health education and IPE exposure reported greater improvements in both SPICE-R2 and ICCAS scores (p < 0.05). Conversely, clinical employment significantly predicted lower gains on the SPICE-R2 (B=-3.136, p = 0.047).

Conclusion

The intervention led to significant improvements in interprofessional collaborative perceptions and competencies. Future longitudinal evaluations are needed to assess sustained impact and transfer to clinical practice.