Abstract:

Background:Interprofessional Education (IPE), is the engagement of two or more healthcare professions in an integrated learning environment to foster collaboration and improve healthcare services.In IPE, initiatives are taken where technology is a crucial part of the learning process.Current technology practices in IPE comprise eLearning modules on collaborative practice skills and many others.This study aims to determine the readiness for interprofessionaleducation ofthe health sciences students.Methods: A questionnaire called Readiness for Interprofessional Learning Scale (RIPLS) was used to assess attitudes related to interprofessional collaboration & education. Descriptive and non-parametric statistics were used to analyze the results in aggregate, as well as by each faculty. Results:Medicalstudents gave a higher rating in terms ofthe perceived benefits of working together to solve patient problems compared to other faculties. Also, they were more open to working in small-group projects with other healthcare students and value the importance of shared learning to clarify the nature of patients’ problems. But compared to others, the Nursing students wereunsure of what their professional role will be and wanted to acquire more knowledge and skills than other healthcare students. The total RIPLS score amongstall  was in the  high range.Conclusion:Thus, students were deemed ready for IPE.Recommendations:The University need to consider how to implement IPE within their curricula,define learning outcomes and/ or competencies,develop and utilize the 4Dimensional curriculum development framework in line with the health professional accreditation standards in order to promote collaboration and competence amongst  all  students ,whereby upon graduation, they as healthcare professionals, in turn will optimize health services, strengthen health system and improve healthoutcomes. Keywords: four dimensional curriculum;inter-professionaleducation; inter-professional learning; medical education

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