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BACKGROUND: Interprofessional education (IPE) prepares health professionals for collaborative practice, yet dentistry, medicine, and nursing in Türkiye are predominantly taught in disciplinary silos. Scenario-based learning (SBL) provides authentic, context-rich experiences that can enhance interprofessional identity, attitudes, and teamwork, particularly for oral-systemic health management. This study aimed to evaluate the impact of a one-day SBL-based IPE program on extended professional identity, dual identity, and interprofessional attitudes among health professions students. METHODS: A quantitative, quasi-experimental design was used with 24 dentistry, medical, and nursing students. The intervention, developed using Kern's six-step approach, comprised two oral-systemic health scenarios, structured debriefings, and short lectures. Validated Turkish versions of the Extended Professional Identity Scale (EPIS-TR), Dual Identity Scale (DIS-TR), and Interprofessional Attitudes Scale (IPAS-TR) were administered pre- and post-intervention. Data were analyzed using Wilcoxon signed-rank tests, Spearman correlations, and importance-performance analysis (IPA). RESULTS: Post-intervention, EPIS-TR scores increased significantly for Belonging, Commitment, Belief, and the total score (p < 0.05). DIS-TR showed significant gains in Interprofessional Belonging, Professional Belonging, Dual Identity Achievement, Cross-Disciplinary Stereotype, and total score (p < 0.05). For IPAS-TR, significant improvements occurred in Teamwork, Roles, and Responsibilities and the total score (p < 0.05). Correlation analysis indicated strong positive associations between EPIS and IPAS (ρ = 0.56, p < 0.001), and moderate correlations between EPIS-DIS (ρ = 0.45, p = 0.001) and IPAS-DIS (ρ = 0.42, p = 0.003). IPA revealed performance gains across all competencies, with teamwork, ethics, and communication rated high in both importance and performance. National and institutional awareness of IPE remained high in importance but lower in performance, suggesting areas for further development. CONCLUSIONS: A single-day, scenario-based IPE intervention significantly improved interprofessional identity and selected attitudes among health professions students in Türkiye. Enhancements in belonging, commitment, and teamwork demonstrate that short, structured SBL activities can bridge disciplinary divides, clarify roles, and strengthen readiness for collaborative, patient-centered care. Incorporating such interventions into core curricula and aligning accreditation standards with interprofessional competencies could support the integration of oral health into holistic healthcare delivery.
Varol et al. (Fri,) studied this question.