Background: This study evaluated the important relationship between faculty and student attitudes toward interprofessional education using the Interdisciplinary Education Perception Scale (IEPS). Methods: Medicine, nursing, occupational therapy, pharmacy, and physical
therapy faculty (n = 177) completed the IEPS. Students from these disciplines participate in a 2-year, interdisciplinary curriculum in which they were assigned to a team to work with a patient volunteer. Students (n = 496) completed the IEPS at the end of program year one. The
IEPS measures four factors: professional competence/autonomy; perceived need for professional cooperation; perception of actual cooperation/resource sharing within and across professions; and understanding the value of other professions. Findings: Overall attitude scores for faculty
and students were high, ranging from 3.93 to 4.40 on a 5-point scale. Attitudes on each factor were also high, with the exception of factor 4, "understanding the value of other professions," having the lowest scores, 3.26 to 3.92. Conclusions: The positive attitudes among faculty and
students and across professions suggest an acceptance of the principles of interprofessional education and a readiness to engage in interprofessional practice. The lower scores on factor 4 indicate the need for additional educational programs focusing on understanding the roles of each profession.
Document Type: Research Article
Publication date: March 1, 2012
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The Journal of Allied Health is the official publication of the Association of Schools of Allied Health Professions (ASAHP). The Journal is the only interdisciplinary allied health periodical, publishing scholarly works related to research and development, feature articles, research abstracts and book reviews. Readers of the Journal comprise allied health leaders, educators, faculty and students.