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Background <p>Healthcare professionals face increasing challenges in cultural diversity and multidisciplinary collaboration, particularly in addressing complex health issues. Traditional training often neglects critical skills such as cultural sensitivity and interprofessional collaboration. International Service-Learning (ISL) and Interprofessional Education (IPE) have been individually shown to develop these competencies. However, integrating ISL and IPE into a single programme has not been widely explored. This study aimed to: 1) explore the outcomes associated with an Interprofessional and International Service-Learning programme (IPISL) in supporting cultural awareness, readiness for interprofessional learning, interprofessional education collaborative competency, and perceived collective efficacy among undergraduate students; 2) explore students’ experiences with the program; and 3) to determine facilitators and barriers to the use of IPISL programme.</p> Methods <p>A single-group pre-post design was adopted. One hundred twenty-two students from Hong Kong, the Philippines, Thailand, and Indonesia participated in a 2-week IPISL programme from May 2024 to August 2024. Outcomes were measured at baseline and post-programme, including cultural awareness, interprofessional collaborative competency, readiness for interprofessional learning, and perceived collective efficacy. Semi-structured focus group interviews were conducted to explore students’ experiences.</p> Results <p>Participants included undergraduate students from Hong Kong (66.4%, <i>n</i> = 81), Indonesia (26.2%, <i>n</i> = 32), Thailand (4.1%, <i>n</i> = 5), and the Philippines (3.3%, <i>n</i> = 4). Significant improvements were detected in cultural awareness (<i>p</i> &lt; 0.01), interprofessional collaborative competency (<i>p</i> &lt; 0.001), readiness for interprofessional learning (<i>p</i> &lt; 0.01), and collective efficacy (<i>p</i> &lt; 0.05). The qualitative findings indicated that the program facilitated teamwork and group decision-making, enhanced professional skills and experience, promoted reflection on future professional conduct, and enhanced cultural awareness and inclusiveness.</p> Conclusions <p>Integrating IPE into ISL may be associated with improvements in students’ cultural awareness, interprofessional collaborative competency, interprofessional learning readiness, and collective efficacy. Future studies with larger and more diverse samples are recommended to evaluate additional teaching and learning outcomes.</p>

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Student experiences and learning outcomes of an interprofessional and international service-learning program: an exploratory study

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  • 发表日期：

    2025年11月3日

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  • Patrick Pui Kin Kor,
  • Han Zhi Tan,
  • Alex Pak Lik Tsang,
  • Kin Cheung,
  • Shuk Ping Cheung,
  • Jed Ray Gengoba Montayre,
  • Ka Yan Ko,
  • Ida Ayu Triastuti,
  • The Maria Meiwati Widagdo,
  • Yacobus Christian Prasetyo,
  • Kwanjai Amnatsatsue,
  • Priyoth Kittiteerasack

摘要

Background

Healthcare professionals face increasing challenges in cultural diversity and multidisciplinary collaboration, particularly in addressing complex health issues. Traditional training often neglects critical skills such as cultural sensitivity and interprofessional collaboration. International Service-Learning (ISL) and Interprofessional Education (IPE) have been individually shown to develop these competencies. However, integrating ISL and IPE into a single programme has not been widely explored. This study aimed to: 1) explore the outcomes associated with an Interprofessional and International Service-Learning programme (IPISL) in supporting cultural awareness, readiness for interprofessional learning, interprofessional education collaborative competency, and perceived collective efficacy among undergraduate students; 2) explore students’ experiences with the program; and 3) to determine facilitators and barriers to the use of IPISL programme.

Methods

A single-group pre-post design was adopted. One hundred twenty-two students from Hong Kong, the Philippines, Thailand, and Indonesia participated in a 2-week IPISL programme from May 2024 to August 2024. Outcomes were measured at baseline and post-programme, including cultural awareness, interprofessional collaborative competency, readiness for interprofessional learning, and perceived collective efficacy. Semi-structured focus group interviews were conducted to explore students’ experiences.

Results

Participants included undergraduate students from Hong Kong (66.4%, n = 81), Indonesia (26.2%, n = 32), Thailand (4.1%, n = 5), and the Philippines (3.3%, n = 4). Significant improvements were detected in cultural awareness (p < 0.01), interprofessional collaborative competency (p < 0.001), readiness for interprofessional learning (p < 0.01), and collective efficacy (p < 0.05). The qualitative findings indicated that the program facilitated teamwork and group decision-making, enhanced professional skills and experience, promoted reflection on future professional conduct, and enhanced cultural awareness and inclusiveness.

Conclusions

Integrating IPE into ISL may be associated with improvements in students’ cultural awareness, interprofessional collaborative competency, interprofessional learning readiness, and collective efficacy. Future studies with larger and more diverse samples are recommended to evaluate additional teaching and learning outcomes.