In a matter of a few weeks to months, healthcare individuals, teams, and organizations/institutions were forced to adopt, adapt, or expand telehealth and virtual teaching, often without adequate tr...

The Interprofessional Attitude Scale (IPAS) was developed to measure the core competencies for interprofessional education and collaborative practice, which thepresent study aims to evaluate for adaptation into Turkish. The study was conducted with 254 students from four different faculties related to health sciences. The guideline by Sosua and Rojannasrirat (2011) was followed. Content validity analysis, descriptive analysis, exploratory and confirmatory factor analysis, and correlation analysis were performed. Reliability was assessed using Cronbach’s alpha. Descriptive analysis revealed that the majority of the participants agreed with the items (mean scale score was 160.99 ± 15.99). The Item and Scales content validity indices were 0.85–1.00 and 0.93 respectively. In the construct validity analysis, the scale was divided into five sub-dimensions at an acceptable level. The reliability coefficient was calculated as 0.87. In the analysis of scale items variance component percentages estimated for person, for items, and for person × item were 14.1%, 29%, and 56.9%, respectively. In conclusion, IPAS-TR is a valid and reliable tool that can be used to measure interprofessional attitudes.

Research on interprofessional identity using the Extended Professional Identity Theory (EPIT) has shown promising results in measuring this identity, predicting interprofessional collaboration, and improving team outcomes. However, EPIT-based interprofessional identity has not been studied in Türkiye due to the absence of a Turkish version of the Extended Professional Identity Scale (EPIS). We aimed to develop and validate a Turkish EPIS, the EPIS-TR, and explore interprofessional identities across eight different professions. A cross-cultural adaptation of EPIS was made by linguistic validation, followed by analysis of psychometric properties using a sample of students from four Turkish universities and eight professions/programs (n = 405). Confirmatory factor analysis and reliability analyses were performed. Differences between professions were explored with ANOVA and a post hoc test. Three out of seven goodness-of-fit indices showed acceptable fit (x²/df = .004; RMSEA = .07; GFI = .94), and others showed excellent fit (SRMR = .04; AGFI = .91; CFI = .97; NNFI = .96). The internal consistency of the EPIS-TR is .93. The EPIS-TR scale has strong psychometric properties. The construct validity of the EPIS-TR was similar to that of the original version. The interprofessional identity scores of the different professions were mostly similar. Based on these findings, the EPIS-TR is well suited for measuring interprofessional identity.

Artificial intelligence (AI) is a field of computer science and engineering with abilities required by human intelligence. One of the most important usage areas of AI is the health sector. From the areas of public health promotion such as air pollution epidemiology, elderly care and monitoring to rapid diagnosis and treatment, from surgery to drug production and neuroscience by analyzing a lot of data from patient records; It offers a wide range of usage opportunities such as monitoring individuals at risk with suicidal tendencies. With AI smart applications, practices such as first aid and resuscitation on patients in the training processes of health professionals have started to be applied more intensively. Strengthening education with these practices provides students with more application opportunities with AI applications in patient follow-up and care services education in health education. Vital signs such as blood pressure, pulse, fever monitoring of virtual patients, virtual vascular access, and blood drawing have become common methods in healthcare professional training. In the training of health professionals, the processes of possible harm to the patients are thus tried to be minimized.

This study evaluated the impact of the “1st Interprofessional Education Academy” on the interprofessional identity and attitudes of healthcare students in Turkey. This was a 4 day national training program for 24 health professionals aimed to increase effective collaboration and communication skills, support the development of professional identity, and strengthen the implementation of IPE in Turkey. Twenty-four female participants (mean age: 22.88 ± 2.35 years) from various healthcare disciplines completed the Extended Professional Identity Scale (EPIS-TR) and the Interprofessional Attitude Scale (IPAS) before and after the intervention. The results showed significant improvements in all EPIS-TR subscales (interprofessional belonging, commitment, and beliefs) and total scores, indicating a positive impact on interprofessional identity. The IPAS results revealed significant increases in the teamwork, roles, and responsibilities (TRR), patient-centeredness (PC), cultural competency (CC), and overall scores, suggesting enhanced interprofessional attitudes and competencies. A moderately positive correlation was found between EPIS-TR and IPAS total scores. In the analysis, it was seen that there was an increase in the perception level of the participants regarding the importance of IPE due to the effect of the training they received. In addition, there was a significant decrease in participants’ perceptions of their place in the training programs due to an increase in their awareness. The training program received positive evaluations from the participants. These findings highlight the effectiveness of structured IPE interventions in fostering collaborative attitudes and identities among health care students. Further research with larger and more diverse samples is needed to reinforce these results and provide additional evidence for the scale’s applicability in IPE contexts.