Page 52 - ATBH2923 Doha Qatar _sergio König Presentation Interdisciplinary Competencies

Results of RIPLS

Interprofessional Learning Readiness Scale
Dimensions

Sense of professional identity

Table of Statistical Significance Analysis of the Statistically Significant p-value of the Binomial Distribution under the Null Hypothesis of Equality
RIPLS Instrument applied before and after the Difference at 5% Significance P(X1 <= x1|p) P(X2 >= x2|p)
DIMENSION Intervention. Orden
12 I don't want to waste my time learning with other
students. . Yes 0,56 0,69% 0,64% 3ra
“Sense of professional identity”
13 It is not beneficial for students to learn together
No 0,38 41,75% 39,99% 7ma
14 Problem-solving skills should be learned only with
students/professionals in my own discipline. Yes 0,34 3,44% 2,76% 4ta
15 The role of nurses and therapists is primarily to provide No 0,51 17,21% 14,61% 5ta
4 de 8 16 There is little overlap between my role and that of other No 0,31 33,43% 38,97% 6ta
support to doctors.
students/healthcare professionals.

17 I would feel uncomfortable if a student/professional from
another healthcare career knew more about a subject than I No 0,69 50,67% 45,44% 8va
did.
18 I have to acquire much more knowledge and skills than
students/professionals of another health career. Yes 0,71 0,35% 0,60% 2da Prohibida la reproducción total o parcial de este material sin hacer mención a la fuente © Copyright 2019

19 I'm unsure of what my role is as a student/professional.
Yes 0,46 0,03% 0,04% 1ra

Readiness for Interprofessional Learning Scale (RIPLS) Escala adaptada por (Villagrán et all, 2022).
Contenidos y materiales docentes del Dr. Sergio A. König preparados y adaptados para el uso de sus cátedras