From Classroom to Clinic: An Evaluative Study of Interprofessional Education (IPE) Frameworks and Collaborative Pedagogies in Shaping the Clinical Readiness of Allied Health Studentsc

Interprofessional Education (IPE) provides opportunities for students from different healthcare professions to develop collaborative competencies in preparation for clinical practice. This study examined the perceived implementation of IPE frameworks, collaborative pedagogies, and clinical readiness among healthcare students. It also investigated the relationships among these variables, the predictive contributions of selected educational approaches, and differences in clinical readiness according to demographic characteristics and prior IPE exposure. A quantitative descriptive-correlational design was employed, involving 50 purposively selected healthcare students from selected higher education institutions in Region IV-A CALABARZON, Philippines. Data were analyzed using descriptive statistics, Pearson product-moment correlation, independent-samples t-tests, one-way analysis of variance, and regression analysis. The implementation of IPE frameworks obtained an overall mean of 3.20, while collaborative pedagogies obtained an overall mean of 3.26. Clinical readiness yielded an overall mean of 3.24. Significant positive correlations were found between IPE frameworks and clinical readiness ((r = .73), (p < .001)), collaborative pedagogies and clinical readiness ((r = .81), (p < .001)), and IPE frameworks and collaborative pedagogies ((r = .76), (p < .001)). The regression model reportedly explained 76% of the variance in clinical readiness, with IPE frameworks, simulation-based learning, and joint clinical rotations identified as statistically significant predictors. Year level and prior IPE exposure were also significantly associated with differences in clinical-readiness scores. The findings suggest that favorable perceptions of interprofessional frameworks and collaborative learning experiences are associated with higher self-reported clinical readiness. Further research using broader samples and objective assessments is recommended.