Interprofessional education (IPE) is a recommended educational approach for health profession students to work effectively and collaboratively for optimal patient care. IPE implementation necessitates preparation at the logistic, curriculum and socio-cultural levels. As a lack of infrastructure, funding, space and time, in addition to curriculum rigidity, are barriers for IPE. Gender segregation and a limited culture of collaboration within healthcare systems are additional obstacles, according to research studies concerning the Middle East.

On this topic, Dr. Adhari AlZaabi –- College of Medicine and Health Sciences –- has led a research team to study the perception and readiness of nursing and medical students for IPE in Oman. Students enrolled in medical and nursing programs at Sultan Qaboos University (SQU) were invited to participate in the study by completing the Readiness for Interprofessional Learning Scale (RIPLS). A total of 390 (180 nursing and 210 medical) students completed the survey, with a mean age of 21.77 years.

The RIPLS scores of nursing and medical students were high. Medical students had significantly higher scores in the Negative Professional Identity subscale. Age and GPA were found to be significantly associated with RIPLS total and subscales scores. Readiness for IPE increased with age and GPA. There was a significant difference in the mean total score by age and academic year of study, where older and senior students showed higher levels of readiness, which could be explained by these students’ maturity and the nature of the curriculum. Similarly, the mean total score differed significantly according to students’ study levels of study. That is, Students who had completed 50% or more of their program showed higher levels of readiness.

The research team concluded that healthcare students in Oman had a general positive perception of IPE. Implementing IPE in curricula would equip them with required competencies, such as team work, leadership, and communication skills. However, long-term strategic planning to strengthen instructors’ expertise and streamline logistics could facilitate IPE implementation in the Sultanate.

Both groups of students start clinical rotations in the last years of study where they appreciate the interprofessional nature of clinical work, which could explain the higher scores among senior students. However, there was no difference in the perception of interprofessional collaboration and teamwork in healthcare services between the two groups.