INTERPROFESSIONAL EDUCATION AND READINESS FOR LEARNING IN MEDICAL STUDENTS: A LONGITUDINAL ANALYSIS

Abstract

The growing complexity of healthcare necessitates interprofessional education (IPE) to foster collaborative practice. This longitudinal, quantitative study investigated the evolution of medical students' Readiness for Interprofessional Learning (RIPL) at FAMERP, a Brazilian institution. Using the RIPLS scale, 48 students from the 2021 cohort were assessed at entry (T1), end of the basic cycle (T2), and end of the clinical cycle (T3), focusing on three factors: Teamwork and Collaboration (F1), Professional Identity (F2), and Patient-Centered Healthcare (F3). Results indicated high initial readiness for F1 and F3, but F1 and F2 demonstrated no significant evolution, maintaining stability across the course. Conversely, F3 exhibited a notable non-linear "inverted U" pattern, with a significant increase from T1 to T2, followed by a significant decline from T2 to T3. This trajectory suggests that while students possess a strong initial predisposition towards patient-centered care, clinical training realities may challenge this attitude. These findings emphasize the dynamic, non-linear nature of RIPL and highlight the critical need for systematic, adaptive IPE interventions throughout medical curricula, especially during advanced clinical stages, to effectively cultivate and sustain collaborative competencies and patient-centered approaches.