Effect of interprofessional education on interprofessional professionalism behavior and Self-efficacy in communication among the infertility and reproductive medicine team

Abstract

Objective

Infertility and reproductive medicine are complex fields that rely on the collaboration of diverse healthcare professionals. The study aimed to assess the effect of interprofessional education in the infertility and reproductive field on interprofessional professionalism (IPP) behavior and self-efficacy regarding interprofessional communication and collaboration of team members.

Method

The quasi-experimental study was conducted at the Yazd Reproductive Sciences Institute, affiliated with Shahid Sadoughi University of Medical Sciences, Iran, from 2023 to 2024. Participants included a diverse group of healthcare professionals such as nurses, surgical nurses, midwives, fellows (gynecologists who participated in a reproductive endocrinology and infertility fellowship program), and senior Ph.D. candidates in reproductive biology. They were divided into an intervention group (n = 22) and a control group (n = 20). The intervention group utilized a case-based learning approach within small interprofessional groups, fostering collaborative learning. The control group followed a traditional education program, including lectures and uni-professional group discussions. Interprofessional Professionalism Assessment (IPA), conducted by two independent evaluators, assessed participants’ interprofessional professionalism behaviors in real-world situations. Attitudes towards self-efficacy in interprofessional communication were evaluated through self-report questionnaires. Data analysis employed descriptive statistics (mean, SD, percentage, frequency), ANCOVA, and Partial Eta Squared to determine the effect size.

Results

The comparison of Interprofessional Professionalism behavior scores between the intervention and control groups revealed a significant educational effect, with a Partial Eta Squared value of 0.283. The IPP behavior scores for the intervention group were 79.04 ± 5.65, indicating a higher score of IPP compared to the control group’s score of 70.40 ± 8.31. (P < 0.05). The scores for attitudes toward self-efficacy in the intervention group were 100.18 ± 14.08, reflecting a slightly higher level of self-efficacy compared with the control group’s score of 97.55 ± 4.38. (P > 0.05)

Conclusion

Infertility services require collaboration among various healthcare professionals throughout different stages of the treatment process. The present study revealed a significant educational effect of interprofessional education. The intervention group showed marked improvements in behavior across three key areas: communication, excellence, and respect. These findings underscore the importance of integrating interprofessional education into both continuing education and formal educational programs within reproductive and infertility courses. This approach fosters a culture of cooperation and enhances interprofessional professionalism capabilities in infertility services.

Supplementary Information

The online version contains supplementary material available at 10.1186/s12909-025-07720-8.

Introduction

Interprofessional professionalism (IPP) constitutes a fundamental competency for effective collaboration within Assisted Reproductive Technology (ART) teams, where multidisciplinary health professionals jointly strive to optimize patient outcomes. IPP encompasses the consistent enactment of core values, including altruism, respect, communication, accountability, and ethical conduct, which are essential for achieving shared objectives across professional boundaries [1–3]. Distinct from clinical competence, which pertains to discipline-specific knowledge and technical skills, IPP prioritizes collaborative attitudes and behaviors that promote mutual respect and effective communication, thereby enhancing team performance and patient care in complex clinical settings such as ART [4, 5]. Integrating IPP as a focal point in educational interventions ensures that reproductive health professionals develop not only technical proficiency but also the professionalism required for high-quality interprofessional collaboration.

Infertility is a significant global health concern, affecting approximately one in six people of reproductive age worldwide, according to the World Health Organization (WHO), which estimates the global lifetime prevalence at around 17.5% [6]. Assisted Reproductive Technology (ART) has emerged as an increasingly popular management option for couples facing infertility issues worldwide [7]. As Fedele et al. highlight, ART is a complex field that relies on the collaboration of diverse healthcare professionals including the expertise of reproductive endocrinologists, andrologists, embryologists, midwives, operating room staff, laboratory personnel, nurses, and medical assistants, each contributing unique skills and knowledge to the ART process [8, 9]. The interdependence of their activities and the unpredictable outcomes further contribute to feelings of demotivation and inadequacy when assisting patients. To bolster resilience and foster trust within the team, it is essential to equip team members with tools to manage failures and promote a deeper understanding of effective teamwork. Coordination and a supportive attitude towards collaboration among physicians, nurses, and midwives in diverse settings are pivotal for the successful functioning of an infertility team [9]. The adoption of an interprofessional approach in infertility education and treatment has been shown to positively impact patient care outcomes and enhance worker satisfaction [7].

Péloquin and colleagues conducted a comprehensive assessment of the educational needs of healthcare professionals involved in ART across multiple countries. Their findings underscore the essential role of interprofessional education in improving the clinical practice of infertility treatment teams, thereby enhancing collaborative care and patient outcomes [10]. Communication skills training, identified as a fundamental need, significantly enhances collaboration among diverse healthcare professionals, particularly during challenging situations. Fedele et al., underscore the value of interprofessional education in improving communication, cohesion, and effectiveness within infertility treatment teams. Interprofessional meetings are planned to enhance team members’ understanding of shared values and professional standards. These meetings bring together individuals from diverse professions to discuss social-ethical challenges in reproductive medicine and infertility. These meetings provide a safe forum for dialogue concerning potential factors such as personal beliefs, professional stigma, and organizational expectations in fertility services [7]. Moreover, interprofessional meetings, facilitate conversations about interprofessional ethics and collaboration. They empower participants to navigate sensitive ethical dilemmas, find solutions to challenges, and cultivate a cohesive and ethically aligned team dynamic [10].

Interprofessional learning and collaboration facilitate planning opportunities to integrate interprofessional education into existing clinical settings. These programs help bridge the gap between different healthcare professions and improve overall patient care [8]. Baecher-Lind and colleagues underlined the importance of implementing interprofessional education across various educational platforms, including interprofessional rounds, and consultation departments. They suggested opportunities for physicians and other healthcare workers to engage in collaborative learning and practice fostering a more cohesive and effective healthcare team. By incorporating interprofessional education into routine activities, healthcare professionals developed a deeper understanding of each other’s roles and responsibilities, leading to improved patient care and outcomes [8]. According to Huang et al., interprofessional collaboration has been identified as an essential factor in reducing errors or the repetition of infertility treatments. Interprofessional education among women’s health service providers is crucial for developing communication skills and fostering an understanding of the roles of different team members in the infertility sector. This educational approach helps alleviate stress among healthcare personnel and enhances their ability to manage stress effectively. Furthermore, the approach has a significant role in enhancing team members’ judgment and self-confidence regarding interprofessional collaboration. By strengthening these aspects, interprofessional education is pivotal in optimizing collaborative efforts and improving patient outcomes in infertility care [11].

The collaboration among professionals in infertility services is affected by various factors, including individual perspectives, societal stigma, and the context and culture of healthcare. To enhance our understanding of this dynamic collaboration in the reproductive team, further research on the impact of interprofessional education on the attitudes and behaviors of healthcare providers is recommended. The study aimed to assess the effect of interprofessional education on interprofessional professionalism behavior and self-efficacy regarding interprofessional communication among members of the infertility team.

Method

The quasi-experimental study was conducted at the Yazd Reproductive Sciences Institute affiliated with Shahid Sadoughi University of Medical Sciences, Iran, from 2023 to 2024. (Fig. 1).

Fig. 1.

Flow Chart of Study Steps. * Assessment of interprofessional professionalism behavior (by two assessors in each group) and attitudes towards self-efficacy in communication of participants

Setting

The setting for the study was a developing country where a physician-centered approach predominates in the healthcare system [12–14]. The formal curricula and continuous education programs follow a uni-professional approach [15].

Participant

Learners

The participants were healthcare professionals from diverse fields, including nursing professions (registered nurses, surgical nurses, midwives), fellows (gynecologists who participated in a reproductive endocrinology and infertility fellowship program), and senior Ph.D. candidates in reproductive biology (as embryologists are responsible for handling gametes, performing fertilization and embryo culture, and ensuring laboratory quality control to optimize assisted reproductive technology outcomes). An inclusion criterion for the study was having at least 12 months of experience working in an infertility institute, encompassing both learners and workers.

The sample size for each group was calculated based on a pilot study with a Type I error of 0.05, a Type II error of 80%, and an effect size of 0.5, resulting in a total of 19 participants in each group. The participants were divided into intervention and control groups based on the department in which they worked.

Instructors/Facilitators

Three experts in professionalism and ethics, with an average of 8 years of work experience (SD = 6) and an average age of 42 years (SD = 5) participated. Two instructors (%66.66) were women.

Evaluators

Two workers in the fields of gynecology and nursing served as evaluators. Their mean age was 47 (SD = 3), working experiences 10 (SD = 3). They received comprehensive training in the observational evaluation process. Moreover, they were trained in understanding the components of evaluation instruments, and the assignment of scores. These evaluators played a crucial role in assessing the learners’ performance.

Educational intervention

Educational Objectives

The educational objective of the program was to improve interprofessional professionalism behavior and enhance communication among healthcare professionals working in the field of ART.

Content of educational intervention

The content of the educational intervention was developed through a multi-stage process. First, a comprehensive review of key literature and guidelines on interprofessional collaborative practice (IPCP) was conducted, including the Core Competencies for Interprofessional Collaborative Practice (IPEC, 2016), the Canadian Interprofessional Health Collaborative (CIHC) framework, and relevant WHO reports [1–3, 16, 17]. In addition, foundational documents such as the Code of Ethics in Infertility, Professionalism guidelines, and evidence-based core competencies for interprofessional education (IPE) were analyzed [1, 4, 18, 19]. The intervention’s content was informed by the Interprofessional Professionalism framework [20], which delineates six core domains of interprofessional conduct (e.g., ethics, communication, accountability). This was complemented by the IPEC (2016) competencies and theories of professional socialization, ensuring alignment with evidence-based practices for team-based infertility care.

The content was then developed by an expert panel consisting of two gynecologists, two infertility specialists, and a medical education specialist with expertise in IPE. During structured panel discussions, the synthesized literature was presented, and intervention materials were aligned with the Interprofessional Professionalism Collaborative framework, tailored specifically to infertility care teams. Finally, content validity was assessed and confirmed by faculty members (n = 8) of the infertility education department to ensure relevance and accuracy.

The educational content included interprofessional professionalism and collaboration domains including values/ethics, communication, teamwork, role and responsibility, excellence, respect, and altruism [1–3, 16, 17].

Scenario development

During the preparation step, 16 realistic scenarios were developed, covering various domains of professionalism, including ineffective communication, respecting opinions (5 cases), individual-centered and disrespectful relationships (5 cases), challenges related to excellence and interprofessional learning (3 cases), and altruism and empathy (3 cases). (Appendix 1).

A pilot study was conducted to evaluate and refine the intervention protocol. Based on pilot feedback and operational observations, key modifications included: [1] simplification of educational content to enhance comprehension [2], optimization of session duration to improve participant engagement, and [3] standardization of delivery protocols across facilitators. These revisions were reviewed and ratified by the study’s expert panel to ensure fidelity to the intervention’s theoretical framework and alignment with primary research objectives.

Educational intervention

Intervention Group– Interprofessional Case-Based learning approach

The intervention group primarily utilized a case-based learning approach within small interprofessional groups [21].

In the interprofessional case-based learning sessions, participants were divided into small groups of three to five individuals from diverse professions. Key concepts of interprofessional professionalism and collaboration were introduced through interactive lectures. Following this, participants engaged in discussions, reflecting on examples of unprofessional behaviors and challenges. Participants analyzed each case to identify its problems and challenges using the case-based learning method. They conducted a root cause analysis to determine both technical and non-technical challenges. After identifying these issues, the groups collaboratively proposed solutions to the ethical dilemmas presented in the case. After that, participants reflected on their experiences and discussed the causes of the ethical challenges they explored, along with their proposed solutions, with their team members.

In the next step, the opinions within different groups were discussed through a structured process where each smaller group first analyzed the case independently, sharing diverse perspectives based on their professional backgrounds. Subsequently, these groups presented their findings to the larger assembly, fostering a broader dialogue that encouraged comparison, critical reflection, and integration of varied viewpoints.

A reproductive endocrinologist and two experts in the IPP field facilitated the educational sessions by guiding group discussions, providing constructive feedback, and summarizing key points. Within the interprofessional case-based learning sessions, the facilitators were responsible for fostering a respectful and inclusive environment that recognizes and values the diverse roles, skills, and expertise of all participants. The facilitators guided discussions by applying adult learning principles, managing group dynamics, and fostering reflective practice to enhance collaborative problem-solving among diverse professional groups. They also linked case discussions to real-world clinical practice, promoting an understanding of effective interprofessional teamwork and its impact on patient care. The reproductive endocrinologist was assigned to leverage their clinical expertise and leadership, thereby ensuring the accuracy and relevance of the discussions. While this approach enhanced the depth of case analysis and participant engagement, facilitators received training to mitigate interprofessional bias, aiming to minimize hierarchical dynamics and promote inclusive contributions from all professional groups.

Control Group - Traditional education program

The control group followed a traditional education program, utilizing lectures and group discussions within a uni-professional approach.

In a uni-professional lecture setting, the instructor served as a lecturer, delivering structured content to learners and ensuring that key concepts, theories, and practices relevant to the profession are clearly explained. During lectures, instructors motivated participants, clarified complex ideas, and responded to questions to ensure understanding, while maintaining authority over the learning environment. In group discussions, the instructors adopted a facilitative role, guiding the conversation, encouraging participation, and ensuring that all members contribute to the discussion. The instructors monitored group dynamics, intervened to keep discussions on track, addressed misconceptions, and ensured that the discussion remained relevant to the learning objectives.

To ensure rigorous adherence to the study protocol in two groups, all instructors underwent standardized training before the intervention. They received a comprehensive manual detailing session objectives, content, and delivery methods to guarantee consistency. Furthermore, a pre-study training workshop was conducted to align teaching approaches across facilitators, minimizing variability in instruction. During implementation, each session followed a structured checklist to verify coverage of critical components, including time allocation, core topics, and interactive elements. Real-time monitoring further reinforced protocol fidelity, with research team members observing randomly selected sessions and assessing adherence using a predefined rubric. Any deviations were promptly addressed through immediate feedback to facilitators, ensuring corrective actions were taken without delay. Together, these measures maintained strict methodological control and uniformity across all sessions.

Study duration and frequency

The educational intervention for two groups was carried out in bi-weekly sessions over a six-month period, consisting of in-person training sessions that each lasted three hours.

Evaluation– Behavior and Self-efficacy assessment

Participants’ self-efficacy in interprofessional communication was assessed by self-reports before and one month after the educational interventions.

The participants’ interprofessional professionalism (IPP) behavior was assessed by two independent evaluators in real-world situations before and one month after the interventions. Each evaluator completed the Interprofessional Professionalism Assessment (IPA) form after observing participants’ behaviors on at least three occasions. The mean scores determined the IPP behavior, and the evaluators’ agreement was strong (Kappa = 0.86), indicating high consistency and reliability.

A total of forty-two participants were evaluated in this phase of the study. Across all participants, 252 evaluation forms were completed, comprising 126 forms administered during the pre-test and 126 during the post-test. The average duration required to complete each evaluation form ranged from 15 to 30 min, contingent upon the specific activity being assessed.

Assessment tool

The Interprofessional Professionalism Assessment (IPA) questionnaire, developed by Frost and colleagues in 2018, is an instrument designed to evaluate the interprofessional professionalism behavior of participants. The IPA encompasses 18 items across four key domains: altruism, excellence, respect, and communication. The questionnaire utilizes a 5-point Likert scale, ranging from 1 (“Poor”) to 5 (“Excellent”) [4]. The IPA has been validated by a previous study in our context (Cronbach’s alpha = 0.83, and ICC = 0.74 [22]. (Appendix 1)

The questionnaire “Self-efficacy in Interprofessional Communication Scale” used to assess attitudes towards self-efficacy in communication was developed by Hagemeier et al. in 2014 [23]. Scoring for the questionnaire utilized a 5-point Likert scale, ranging from 1 (“rarely”) to 5 (“almost always”). The 33-item instrument was validated within the study context. The reliability of the instrument was confirmed by Cronbach’s alpha coefficient of 0.76 and Interclass Correlation Coefficient (ICC) were 0.90) [24]. (Appendix 1)

Statistical analysis

Data analysis was performed using descriptive statistics, including mean, standard deviation, frequency, and percentage, to summarize the data. Furthermore, Analysis of Covariance (ANCOVA) and Student’s independent t-test were employed, and Partial Eta Squared was calculated to determine the effect size of the educational interventions. Partial Eta Squared η² = 0.01 indicates a small effect η² = 0.06 indicates a medium effect η² = 0.14 indicates a large effect [25]. The significant level was considered 0.05. Statistical analysis was performed with the IBM SPSS Version 11.0 statistic software package. The heatmap was developed by R Programming Language.

Results

Forty-two workers from infertility services participated and were divided into two groups: the intervention group (n = 22), and the control group (n = 20). The demographic characteristics of the participants are presented in Table 1.

Table 1.

Demographic characteristics of participants

	Frequency	Percentage
Gender
Men	9	21.4
Women	33	78.6
Professions
Nursing	9	21.4
Surgical Nursing	10	23.8
Midwifery	9	21.4
Fellows*	6	14.3
Senior Ph.D. candidates in reproductive biology**	8	19.0
Academic degree
BSc	26	61.9
Ph.D.	6	14.3
Fellowship	10	23.8

* Gynecologists who participated in a Reproductive Endocrinology and Infertility Fellowship program

** Embryologists

The results revealed a substantial improvement in IPP behavior among the participants in the intervention group. (P < 0.0001). The educational effect was reported by Partial Eta Squared = 0.283. A comparison of IPP behavior scores among participants in the intervention and control groups is reported in Table 2; Fig. 2.

Table 2.

The interprofessional professionalism behavior scores before and after training in the intervention and control groups

Domain	Time	Intervention Group		Control Group		P-value*§	Partial Eta Squared
		Mean	Std. Deviation	Mean	Std. Deviation
Communication	Pre-test	17.50	4.11	17.35	3.04	0.893	0.208
	Post-test	21.22	2.87	17.95	3.66	0.002
Respect	Pre-test	14.63	3.20	14.80	3.44	0.874	0.270
	Post-test	18.13	2.56	14.65	3.16	0.0001
Altruism	Pre-test	16.59	1.50	16.60	3.08	0.991	0.001
	Post-test	16.54	2.34	16.65	2.83	0.897
Excellence	Pre-test	21.13	4.18	21.25	2.57	0.915	0.144
	Post-test	23.13	2.16	21.15	2.77	0.013
IPA Total	Pre-test	69.86	9.82	70.00	6.79	0.958	0.283
	Post-test	79.04	5.65	70.40	8.31	0.0001

*The significant level was considered 0.05

§ Analysis of Covariance (ANCOVA)

Fig. 2.

The interprofessional professionalism behavior in the interventions and control groups by different professions

The ANCOVA test showed demographic factors such as age (p = 0.3), gender (p = 0.5), work experience (p = 0.2), and professions (p = 0.7) did not significantly influence the IPP behavior scores in either the intervention or control groups (p > 0.05). Similarly, these factors (age (p = 0.7), gender (p = 0.5), work experience (p = 0.9), and professions (p = 0.05)) did not have a significant effect on the scores of attitudes towards self-efficacy in both groups. (p > 0.05). The self-efficacy scores of the participants in the intervention and control groups were reported in Table 3. A significant relationship was not observed between the scores of self-efficacy toward interprofessional communication and the IPP behavior of participants (p = 0.3).

Table 3.

The scores of attitudes towards self-efficacy in interprofessional communication in the intervention and control groups

Group	Pre-Test		Post-Test		P-value*
	Mean	Std. Deviation	Mean	Std. Deviation
Intervention group	96.04	21.03	100.18	14.08	0.95
Control Group	96.55	8.86	97.55	4.38

* Student’s independent t-test

Discussion

ART is a complex, multi-step process that relies on expertise and collaboration between diverse healthcare professionals [7, 26]. The present study revealed the positive impact of interprofessional education on improving IPP behavior among healthcare professionals in the reproductive medicine field. While the interprofessional educational intervention effectively enhanced IPP behaviors, it did not produce a statistically significant improvement in participants’ self-efficacy toward interprofessional communication.

Interprofessional education goes beyond knowledge acquisition. In the present study, interprofessional case-based learning creates a platform for healthcare workers from diverse backgrounds to engage, interact, and develop a deeper understanding of each other’s perspectives and strengths. These interactions support mutual trust and respect, transcending traditional professional boundaries. Consistent with the preset results, Hosseinpour and colleagues indicated the positive impact of interprofessional education on improving IPP behavior among workers in surgical departments [22]. Cunningham and colleagues’ work highlighted the benefits of interprofessional education in enhancing the recognition and appreciation of diverse roles and responsibilities in patient care [27]. The current findings are supported by the research conducted by Khossravi and colleagues, which demonstrated the positive impact of interprofessional education on fostering collaborative and ethical behaviors among healthcare professionals. Their study emphasized that interactive learning between individuals from diverse healthcare professions led to a reduction in defensive and adversarial behaviors, stigma, conflicts, and ethical dilemmas within the team [28]. The alignment between the current findings and their research highlights the positive impact of interprofessional education in promoting positive behavioral changes and enhancing collaborative practices among healthcare professionals.

The current results indicate that interprofessional education involving healthcare team members from diverse professions within infertility services led to improved participants’ scores in the domain of respect. The interprofessional case-based learning, facilitated open discussions, conflict resolution, and enhanced understanding of roles and responsibilities of teammates. As a result, participants developed a deeper appreciation for the impact of their roles and those of their colleagues on the overall process and outcomes of infertility services, leading to positive behavioral changes in the respect domain. In line with our results, Karam’s study underlined the role of mutual respect in team dynamics, fostering a sense of value and respect among team members [29]. Fedele and colleagues highlight the significance of interprofessional education in promoting respect, comprehension, and enhanced interprofessional practice among healthcare professionals [7].

Team members in the infertility service often encounter heightened stress in complex and sensitive areas. Thus, effective communication, empathy, and active listening training among team members of infertility services are critical [7]. The current findings underscore the improvement of communication skills of learners who are trained in the interprofessional case-based learning method. The results may be achieved due to educational activities such as analyzing complex scenarios and reflecting on the challenges they might encounter in real-world situations. By involving professionals from diverse disciplines, the root causes of technical and non-technical errors, particularly those related to ineffective communication, were identified and addressed through interprofessional group discussions. This collaborative approach may lead to significant improvements in communication skills and deepen the understanding of how effective interaction positively influences infertility services. Péloquin and colleagues confirmed the implementation of discussion-based learning methods and interprofessional education strategies were effective tools to enhance communication skills among infertility service team members [10]. Soleimani and colleagues highlighted communication skills training as a key strategy for managing stress within infertility service teams [30]. In addition, Maunder and colleagues’ research showed that interprofessional discussions significantly improved interactions by fostering a better understanding of roles and responsibilities, resulting in a more cohesive and collaborative team dynamic [31].

Infertility is inherently characterized by ambiguities and uncertainties, and the effectiveness of ART cannot be assured in every instance. Healthcare team members may struggle with providing accurate information, inadvertently increasing patient anxiety. Huang and colleagues highlighted outdated information and poor communication as the main challenges of reproductive medicine and women’s cancer teams, which can adversely affect treatment outcomes [11]. Thus, comprehensive planning for continuing education is imperative to ensure all team members remain well-informed and equipped with current knowledge. The present findings emphasize the significant impact of interprofessional education on enhancing team performance, particularly in achieving excellence. The excellence domain assessed collaboration among team members in developing care plans, participating in interprofessional teamwork, and clarifying ambiguous information. Interprofessional case-based learning methods facilitated the identification of technical and non-technical errors, and participants collaboratively sought solutions. This approach may have positively influenced their understanding of excellence. However, it is important to acknowledge the predominant physician-centered culture, which can restrict the involvement of other team members in decision-making processes [12, 13, 15].

While the current study observed improvements in individuals’ attitudes toward interprofessional communication across different domains, this change was not statistically significant compared to the control group. Self-efficacy in interprofessional communication is influenced by a multitude of complex and interrelated factors. These factors encompass the organizational atmosphere, hierarchical structures, cultural and social differences among team members, and managerial styles within the healthcare system. Moreover, stigmas and a lack of adherence to professional and ethical principles can pose significant challenges to interprofessional collaboration, potentially impeding the development of positive attitudes toward communication [12, 13, 15]. The uni-profession programs may hinder the development of a self-efficacy toward interprofessional collaboration and effective communication. Further research is recommended to explore the factors influencing the change in self-efficacy among infertility team members, ensuring a comprehensive understanding of this dynamic process.

Limitations of the study

A major limitation of the study is selection bias due to the lack of random assignment, and the small sample size which limits the generalizability of the findings. The duration of the intervention and the limited number of observational assessments may have constrained the scope of our findings. To enhance the robustness of future research, extending the duration of interventions, increasing sample sizes, and conducting more comprehensive assessments could yield more widespread and applicable findings.

Conclusion

The present study revealed a desirable educational effect of interprofessional education on the IPP behavior of workers in the reproductive and infertility medicine field. The intervention group demonstrated significant improvements in IIP behavior across three critical domains: communication, excellence, and respect. These findings highlight the importance of integrating interprofessional education into both continuing and formal educational programs within reproductive and infertility medicine.

Supplementary Information

Below is the link to the electronic supplementary material.

Author contributions

F.K. and S.D. conceptualized and designed the study and S.D. and A.H. collected the data. F.K. analyzed the data. F.K., S.D., and A.H. wrote the main manuscript text. The authors have met the criteria for authorship and had a role in preparing the manuscript. Also, all authors approved the final manuscript.

Funding

The project is funded by the National Agency for Strategic Research in Medical Education. Tehran. Iran. Grant No.4000024. The grant supported the data collection process. The funders had no role in the design of the study and collection, analysis, interpretation of data, or preparation of the manuscript. The authors send the report of the study’s findings to the funder at the end of the study.

Data availability

The datasets generated and/or analyzed during the current study are not publicly available due to the confidentiality of the data of participants but are available from the corresponding author at reasonable request.

Declarations

Ethics approval and consent to participate

This study was approved by the Ethics Committee at the National Agency for Strategic Research in Medical Education, Tehran, Iran. (IR.NASRME.REC.1402.105 in 2023-03-07). The work was conducted following the Declaration of Helsinki. All participants were provided with information on the study and the written consent forms were obtained from all participants. AI tools were used for language editing while preserving the author’s original intent and academic rigor.

Consent for publication

Not Applicable.

Competing interests

The authors declare no competing interests.