A quasi-experimental study on the impact of interprofessional education on collaborative attitudes among midwifery, nursing, and medicine students in Brussels, Belgium [* Cross-Reference *]

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Joeri Vermeulen; Ronald Buyl; Ives Hubloue; Sofie Pauwels; Marc Diltoer; Lara Stas; Merjem Ouelhadj; Elke Moortgat; Maaike Fobelets, 2026, "A quasi-experimental study on the impact of interprofessional education on collaborative attitudes among midwifery, nursing, and medicine students in Brussels, Belgium [* Cross-Reference *]", https://lore.list.lu/citation?persistentId=perma:LIST.7L6RRW, LIST Open Repository, V1
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INTRODUCTION: Interprofessional education (IPE) positively influences students' attitudes toward interprofessional collaboration, as demonstrated by multiple studies. However, few studies have examined IPE effects across more than two disciplines. Further investigation is needed to assess its impact on students' attitudes across diverse healthcare fields. This study aimed to evaluate shifts in students' attitudes toward interprofessional collaboration and their perceptions of the intervention's educational value and satisfaction. METHODS: The IPE intervention took place at Erasmus Brussels University of Applied Sciences in Brussels, Belgium between 2021 and 2022. Final-year nursing and midwifery students, along with fourth-year medical students, were randomly assigned to heterogeneous teams to address topics such as Basic and Advanced Life Support. The study used a quasi-experimental design with pre- and post-test evaluations, employing the Interprofessional Education Perception Scale (IEPS) to measure attitude shifts. Additionally, qualitative assessment was conducted using an open-ended question. RESULTS: A total of 269 healthcare students participated. Significant improvements in competence, autonomy, and perception of collaboration were found post-intervention (p<0.001). Positive attitude shifts were consistent across age, gender, and educational backgrounds. Qualitative data highlighted strong student support for the intervention and recognition of its educational value. CONCLUSIONS: This study underscores the need for structured IPE pathways and early integration into healthcare curricula. It also highlights existing gaps in IPE and offers recommendations for enhancing midwifery education and practice. (2025-07-03)
***This entry has been automatically imported via OpenAlex by LIST harvest scripts. Please refer to https://doi.org/10.18332/ejm/204273 for the original and latest version of the publication*** (2026-07-01)
Subject Mathematical Sciences; Medicine, Health and Life Sciences; Social Sciences
Keyword Interprofessional education, Nursing, Obstetrics, Medicine, Nurse-Midwives, Medical education, Psychology, Health care, Pregnancy, Political science
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