Table 2.
Students’ readiness and attitudes towards IPE
| Strongly disagree (1) | Disagree (2) | Neutral (3) | Agree (4) | Strongly agree (5) | |
|---|---|---|---|---|---|
| Learning with other students will help me become a more effective member of a health care team | 17 (7.2) | 7 (3.0) | 7 (3.0) | 65 (27.5) | 140 (59.3) |
| Patients would ultimately benefit if health care students worked together to solve patient problems | 19 (8.1) | 6 (2.5) | 8 (3.4) | 58 (24.6) | 145 (61.4) |
| Shared learning with other health care students will increase my ability to understand clinical problems | 16 (6.8) | 10 (4.2) | 15 (6.4) | 75 (31.8) | 120 (50.8) |
| Learning with other health care students before qualification would improve relationships after qualification | 17 (7.2) | 10 (4.2) | 10 (4.2) | 77 (32.6) | 122 (51.7) |
| Communication skills should be learned with other health care students | 17 (7.2) | 9 (3.8) | 21 (8.9) | 84 (35.6) | 105 (44.5) |
| Shared learning will help me to think positively about other professionals | 17 (7.2) | 12 (5.1) | 14 (5.9) | 93 (39.4) | 100 (42.4) |
| For small group learning to work, students need to trust and respect each other | 19 (8.1) | 8 (3.4) | 13 (5.5) | 80 (33.9) | 116 (49.2) |
| Team-working skills are essential for all health care students to learn | 20 (8.5) | 6 (2.5) | 8 (3.4) | 75 (31.8) | 127 (53.8) |
| It is not necessary for undergraduate health care students to learn together | 114 (48.3) | 68 (28.8) | 21 (8.9) | 7 (3.0) | 26 (11.0) |
| Shared learning will help me to communicate better with patients and other professionals | 12 (5.1) | 13 (5.5) | 28 (11.9) | 104 (44.1) | 79 (33.5) |
| Shared learning will help to clarify the nature of patient problems | 9 (3.8) | 15 (6.4) | 37 (15.7) | 107 (45.3) | 68 (28.8) |
| Shared learning before qualification will help me become a better team worker | 17 (7.2) | 4 (1.7) | 18 (7.6) | 81 (34.3) | 116 (49.2) |