Abstract
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Aims: This study evaluates the preliminary effectiveness of an InterProfessional Education (IPE) social gerontology course for undergraduate nusing and medical students.
Design: A single-group posttest-only design study.
Methods: Designed through a two-round expert consultation with interprofessional education model, the course included 11 lectures and 2 social practice sessions, totaling 1280 instructional minutes. Twenty-one undergraduate nusing and medical students from five majors (nursing, clinical medicine, integrated traditional Chinese and Western medicine, traditional Chinese medicine, and psychiatry) participated. Measures included the Readiness for Interprofessional Learning Scale (RIPLS) pre-course to gather the students' attitudes towards IPE, post-course satisfaction surveys, and comprehensive evaluations during and after completing the course. Pearson correlation analysis was applied between the RIPLS scores and course evaluation.
Results: RIPLS scores ranged from 59 to 89 (M = 73.52, SD = 7.54) indicated moderate-to-high readiness. Participants reported high satisfaction (scores: 28.64–39.62, M=33.75/40) and achieved moderate-to-high academic performance (cumulative scores: 81.58–90.52, M=85.03/100). Significant positive correlations were found between RIPLS scores and final assessment scores (r=0.453, p=0.03) as well as cumulative scores (r=0.438, p=0.019).
Conclusion: The IPE social gerontology course is a beneficial supplement to the traditional teaching method, and it demonstrated initial feasibility and effectiveness, strong academic performance, and a positive correlation between interprofessional readiness and learning outcomes. And it provides preliminary empirical support and a replicable framework for the further integration and scaling of the course.
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