Beyond the Likert Scale: A Mixed-Methods Analysis of Interprofessional Readiness Using the Spanish Readiness for Interprofessional Learning Scale (RIPLS) in Undergraduate Healthcare Students

Traditional quantitative instruments, such as the Readiness for Interprofessional Learning Scale (RIPLS), reliably measure readiness for interprofessional education (IPE), but often miss the complex socio-cultural nuances and cognitive friction of collaborative training. This mixed-methods study aimed to capture these deeper realities by integrating open-ended qualitative questions with the validated Spanish version of RIPLS. A total of 176 undergraduate medical and nursing students participated in a high-fidelity simulation training seminar. Data was analyzed using quantitative associations alongside deductive qualitative content analysis to identify perceived strengths and weaknesses. The results indicated that early clinical immersion and prior healthcare experience consolidated teamwork and communication as perceived strengths. On the other side, a younger age predicted structural weaknesses in role assumption and procedural skill. Also, medical students prioritized synchronized teamwork, whereas nursing students exhibited sensitivity to communication breakdowns. Integrating open-ended reflections with standardized quantitative scales successfully bridges the gap between attitudinal metrics and the authentic lived experiences of students, providing educators with granular insights to design highly responsive, profession-sensitive IPE curricula.