Readiness for interprofessional learning and correlation with academic self-efficacy among undergraduate health professions students in KSA: A cross-sectional study

The readiness of students for interprofessional learning and academic self-efficacy have traditionally been studied as separate constructs, but their integration provides a powerful conceptual framework for understanding and enhancing collaborative health care education in the context of KSA. This study aimed to assess the readiness for interprofessional learning among undergraduate medical, dentistry, and applied medical sciences students' in KSA in order to identify factors influencing readiness and to examine the relationship between academic self-efficacy and interprofessional education (IPE) readiness. A cross-sectional survey design was employed utilizing a convenience sample of undergraduate students from medical, dentistry, and applied medical sciences schools. Data were collected through online questionnaires, including the Readiness for Interprofessional Learning Scale (RIPLS), Academic Self-Efficacy Scale (ASES), and a demographic survey. Statistical analyses examined the relationships between these constructs while controlling for demographic and educational variables. In total, 718 students participated and the RIPLS scores differed significantly between colleges ( p = 0.001) and academic years ( p < 0.01 for medicine and applied medical sciences). A strong positive correlation was found between academic self-efficacy and IPE readiness (r = 0.41, p < 0.001), and this relationship was significant across all disciplines. Multiple regression analysis identified academic self-efficacy as an independent predictor of IPE readiness (β = 0.405, p < 0.001), demonstrating that these constructs function as correlative practices within health care education. The integration of IPE readiness and academic self-efficacy as complementary educational principles showed that the confidence of students in their academic abilities significantly influenced their openness to collaborative learning. This conceptual framework provides a transformative approach for enhancing IPE initiatives by addressing both professional attitudes and academic self-confidence simultaneously, ultimately contributing to the development of a more collaborative and effective health care workforce in alignment with Saudi Vision 2030 health care objectives.