IJME - Readiness for interprofessional learning among healthcare professional students

Table 3. RIPLS scores by professional program* (n=166)

Professional program	RIPLS† Mean ± SD†	T&C† Mean ± SD†	NPI† Mean ± SD†	PPI† Mean ± SD†	R&R† Mean ± SD†
Medical School	76.41 ± 8.92^b	37.84 ± 4.89^b	12.56 ± 2.13^a	15.77 ± 2.67^a,b	10.24 ± 2.24^b
Physician Associate Program	76.84 ± 7.29^b	36.84 ± 4.30^b	12.48 ± 2.12^a	14.92 ± 2.25^b	12.60 ± 1.78^a
School of Nursing	83.06 ± 5.56^a	40.65 ± 3.44^a	12.67 ± 1.61^a	16.87 ± 2.45^a	12.87 ± 1.76^a
F _(df1,df2), p-value	F_(2,162)=6.22, 0.0025	F_(2,162)=4.62, 0.0113	F_(2,162)=0.31, 0.7308	F_(2,162)=3.96, 0.0210	F_(2,162)=22.71, <0.0001

*Results controlled for demographic factors of gender, advanced degree, and prior healthcare experience. †RIPLS: Readiness for Interprofessional Learning Scale; SD: Standard Deviation; T&C: Teamwork and Collaboration subscale; NPI: Negative Professional Identity subscale; PPI: Positive Professional Identity subscale; R&R: Roles and Responsibilities subscale. a,b Groups with an identical superscripted letter are not statistically different by Duncan’s test at a significance level of 0.05.

Int J Med Educ. 2016; 7:144-148; doi: 10.5116/ijme.570d.7bd8