Bridging the gap: healthcare students’ perceptions and attitudes toward interprofessional learning and collaboration.

Interprofessional education (IPE) is being increasingly recognized globally as an essential component of healthcare curricula. Given the limited research on healthcare students’ perceptions of interprofessional learning and collaboration in Saudi Arabia, this quantitative cross-sectional study evaluated the perceptions and attitudes of healthcare students from five colleges (Medicine, Pharmacy, Applied Medical Sciences, Dentistry, and Nursing) across all five years of study toward interprofessional learning and collaboration via the Readiness for Interprofessional Learning Scale (RIPLS) and Interdisciplinary Education Perception Scale (IEPS). A cross-sectional survey was conducted at five healthcare colleges at Jouf University, Saudi Arabia. A total of 501 students (260 from Medicine, 63 from Pharmacy, 63 from Applied Medical Sciences, 61 from Dentistry, and 54 from Nursing) distributed across years 1–5 completed the validated quantitative questionnaires that used the RIPLS and IEPS. Descriptive statistics, independent t tests, ANOVA with post hoc comparisons, and Pearson’s correlation were employed. Internal consistency was evaluated via Cronbach’s α. The RIPLS scores; measuring readiness for interprofessional learning significantly increased across the academic years, transitioning from the first year (M = 2.86) to the fifth year (M = 4.48; p < 0.001), indicative of increased readiness for interprofessional learning as students progressed. The IEPS scores; measuring perceptions of professional competency and collaboration, peaked during the second and third years but experienced a modest decline in subsequent years (p = 0.018), suggesting evolving professional identity perceptions. Gender differences were significant, with junior male students initially reporting higher scores, whereas senior female students demonstrated stronger teamwork orientation (p = 0.028). A moderate positive correlation was observed between the RIPLS and IEPS scores (r = 0.356, p < 0.001), indicating that students with greater confidence in their profession showed more willingness to engage in interprofessional learning. Both scales demonstrated excellent reliability (RIPLS α = 0.943, IEPS α = 0.914). Healthcare students showed positive attitudes toward interprofessional learning and collaboration, which were influenced by gender and academic progress. The results support the integration of early, sustained, and gender-sensitive interprofessional education within healthcare curricula. Longitudinal and multi-institutional studies preferably using mixed-methods approaches are needed to validate these trends and explore causality.