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Journal of Medical Education

Abstract

Introduction: Interprofessional education (IPE) curriculum is gaining more and more scholarly interest in Taiwan, as it has been implemented in many universities and medical colleges in Taiwan. This involves collaborative eff orts among students from various healthcare disciplines, fostering interdisciplinary teamwork and holistic patient care through joint lectures, case discussions, and problem-solving sessions. Methodology: A 16-week course emphasizing teamwork and simulation approaches was conducted for undergraduates majoring in medicine, nursing, medical sociology and social work, and psychology. Self-evaluated data on interprofessional learning outcomes were collected using a questionnaire (pre-test and post-test). T-tests were employed to compare the pre-test and post-test data from questionnaires regarding their levels of interprofessional knowledge and competence among participants. Results: The results indicated a significant increase in uniprofessional, interprofessional, and interprofessional understanding and identity among participants (p < 0.05). Additionally, there was a notable improvement in willingness and confidence toward communication, collaboration with others, and empathy (p < 0.05). Interestingly, a significant increase in the sense of belonging to the university was reported after completing the course. Conclusions: Interprofessional education (IPE) is vital for equipping healthcare students with the skills necessary to excel in clinical practice. Simulation-based team training in interprofessional case scenarios enhances students' knowledge, empathy, and professional identity while fostering collaborative competencies. This approach prepares students to deliver optimal patient care through effective teamwork, ensuring they are ready to meet the challenges of future healthcare environments.

First Page

20

Last Page

29

DOI

10.6145/jme.202503_29(1).0003

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