Assessing Indonesian Health Professions Students on Collaborative and Readiness Aspects of Interprofessional Online Learning

Interprofessional online learning (IOL) is reported to increase students’ competency, yet a crucial concern revolves around the potential negative impact of ineffective online learning on education. Therefore, this study investigated the correlation and comparison between students’ readiness in health professions and collaborative competency attainment on IOL. This study used proportionate random sampling with 99 undergraduate health profession students. Students’ readiness and collaborative competency were assessed by adopting a validated and reliable Readiness for Interprofessional Learning Scale (RIPLS) and Interprofessional Collaborative Competency Attainment Scale (ICCAS) through an online survey by Google Forms. In addition, the implementation of IOL coincided with the three months following the initial global outbreak of COVID-19. The results showed that students’ interprofessional education (IPE) experience correlated with collaborative competency with a p-value of 0.020 (< 0.05) and r-value of 0.841. Readiness and collaboration also showed a significant correlation with a p-value of 0.006 (< 0.05) and r-value of 0.275. However, there was no significant difference between the two variables among the professions, with p-values of 0.37 and 0.84 (p > 0.05). To sum up, this study adds significant understanding to the relationship and contrast between healthcare students taking part in the IOL, their readiness for interprofessional learning, and their attainment of collaborative competency. Additional research is necessary to examine the long-term impacts of interprofessional learning experiences on the development of collaborative competence and to assess how well novel pedagogical strategies might foster interprofessional collaboration among health profession students.