Medical Students' Knowledge, Perceptions, and Experiences of Interprofessional Learning: A Cross-Sectional Study in Morocco
DOI:
https://doi.org/10.53103/cjess.v6i6.582Keywords:
Interprofessional Education, Interprofessional Learning, Collaborative Practice, Medical Students, MoroccoAbstract
Background: Interprofessional learning (IPL) is essential for preparing healthcare professionals to collaborate effectively in complex clinical environments. However, its integration into medical education remains inconsistent, particularly in developing contexts such as Morocco. This study aimed to assess medical students’ knowledge, perceptions, and experiences regarding IPL at the Faculty of Medicine and Pharmacy of Casablanca.
Materials and Methods: A descriptive cross-sectional study was conducted in January 2025 among medical students from years 3 to 7, with a calculated minimum sample size of 330. Data were collected via an anonymous online questionnaire based on the Readiness for Interprofessional Learning Scale and analyzed descriptively.
Results: Nearly half of the participants 177 (48.5%) had never heard of IPL prior to the study. Nevertheless, once defined, most students accurately recognized IPL as an interactive collaborative process aimed at improving patient care 315 (86.3%). Positive perceptions were prevalent, with strong agreement on IPL’s role in enhancing technical skills 341 (93.4%), social skills 309 (84.7%), and the ultimate goal of offering patients safer, higher-quality 312 (85.5%). Despite high participation rates in IPL activities 294 (80.5%), students reported significant challenges, including insufficient time for interprofessional exchange 226 (61.9%), feelings of marginalization 216 (59.2%), and inadequate supervision 215 (58.9%). Only 214 (58.6%) felt integrated into an interprofessional team.
Conclusion: Moroccan medical students demonstrate favorable attitudes toward IPL and recognize its importance for collaborative practice. The suggested strategies align with international best practices and highlight the need for institutional commitment to systematically embed IPL within medical training for safer, patient-centered care.
Downloads
References
Ahmady, S., Mirmoghtadaie, Z., & Rasouli, D. (2020). Challenges to the Implementation of Interprofessional Education in Health Profession Education in Iran. Advances in Medical Education and Practice, 11, 227 236. https://doi.org/10.2147/AMEP.S236645
Alharbi, N., Alenazi, N., Althubaiti, A., Alkahtani, R., Nasser, S., & Aldriwesh, M. (2024). Evaluating Interprofessional Education Readiness and Perceptions Among Health Professions Students. Advances in Medical Education and Practice, 15, 659 668. https://doi.org/10.2147/AMEP.S461901
Barr, H., Ford, J., Gray, R., Helme, M., Hutchings, M., Low, H., … Reeves, S. (2017). Interprofessional education guidelines. CAIPE.
Bogossian, F., New, K., George, K., Barr, N., Dodd, N., Hamilton, A., … Taylor, J. (2022). The implementation of interprofessional education: A scoping review. Advances in Health Sciences Education, 28, 1 35. https://doi.org/10.1007/s10459-022-10128-4
Curran, V., Reid, A., Reis, P., Doucet, S., Price, S., Alcock, L., & Fitzgerald, S. (2015). The use of information and communications technologies in the delivery of interprofessional education: A review of evaluation outcome levels. Journal of Interprofessional Care, 29(6), 541 550. https://doi.org/10.3109/13561820.2015.1021002
Interprofessional Education Collaborative. (2023). IPEC Core Competencies for Interprofessional Collaborative Practice: Version 3. Washington, DC: Interprofessional Education Collaborative. (2023).
McLaney, E., Morassaei, S., Hughes, L., Davies, R., Campbell, M., & Di Prospero, L. (2022). A framework for interprofessional team collaboration in a hospital setting : Advancing team competencies and behaviours. Healthcare Management Forum, 35(2), 112 117. https://doi.org/10.1177/08404704211063584
Neher, A. N., Wespi, R., Rapphold, B. D., Sauter, T. C., Kämmer, J. E., & Birrenbach, T. (2024). Interprofessional Team Training With Virtual Reality: Acceptance, Learning Outcome, and Feasibility Evaluation Study. JMIR Serious Games, 12, e57117. https://doi.org/10.2196/57117
Parsell, G., & Bligh, J. (1999). The development of a questionnaire to assess the readiness of health care students for interprofessional learning (RIPLS). Medical Education, 33(2), 95 100. https://doi.org/10.1046/j.1365-2923.1999.00298.x
Reeves, S. (2016) Why we need interprofessional education to improve the delivery of safe and effective care. - CAIPE. (s. d.). Consulté 12 juin 2026, à l’adresse https://www.caipe.org/resources/reeves-s-2016-why-we-need-interprofessional-education-to-improve-the-delivery-of-safe-and-effective-care/
Reeves, S., Fletcher, S., Barr, H., Birch, I., Boet, S., Davies, N., … Kitto, S. (2016). A BEME systematic review of the effects of interprofessional education: BEME Guide No. 39. Medical Teacher, 38(7), 656 668. https://doi.org/10.3109/0142159X.2016.1173663
Rossler, K. L., & Kimble, L. P. (2016). Capturing readiness to learn and collaboration as explored with an interprofessional simulation scenario: A mixed-methods research study. Nurse Education Today, 36, 348 353. https://doi.org/10.1016/j.nedt.2015.08.018
Sezgin, M. G., & Bektas, H. (2023). Effectiveness of interprofessional simulation-based education programs to improve teamwork and communication for students in the healthcare profession: A systematic review and meta-analysis of randomized controlled trials. Nurse Education Today, 120, 105619. https://doi.org/10.1016/j.nedt.2022.105619
Sizemore, J. N., Kurowski-Burt, A., Evans, K., Hoffman, A., Summers, A., & Baugh, G. M. (2021). Interdisciplinary Education Apartment Simulation (IDEAS) Project : An Interdisciplinary Simulation for Transitional Home Care. MedEdPORTAL: The Journal of Teaching and Learning Resources, 17, 11111. https://doi.org/10.15766/mep_2374-8265.11111
Watson J. (2024). IPEC Competency Curriculum Tracker. American Speech-Language-Hearing Association. Consulté à l’adresse https://academy.pubs.asha.org/wp-content/uploads/IPEC-Competency-Curriculum-Tracker-Dr.-Jennifer-Watson-ASHA-Now-Featured-Article-FINAL_.pdf
Wilkes, M., & Kennedy, R. (2017). Interprofessional Health Sciences Education : It’s Time to Overcome Barriers and Excuses. Journal of General Internal Medicine, 32(8), 858 859. https://doi.org/10.1007/s11606-017-4069-z
World Health Organization. (s. d.). Framework for Action on Interprofessional Education and Collaborative Practice. Geneva: WHO; 2010. Consulté à l’adresse https://www.who.int/publications/i/item/framework-for-action-on-interprofessional-education-collaborative-practice
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Nouha Belayachi, Laila Merghat , Yousra Mhande, Manar Jallal, Zineb Serhier, Mohammed Bennani Othmani
This work is licensed under a Creative Commons Attribution 4.0 International License.
All articles published by CJESS are licensed under the Creative Commons Attribution 4.0 International License. This license permits third parties to copy, redistribute, remix, transform and build upon the original work provided that the original work and source is appropriately cited.
