Discussion
This manuscript employed the novel method of combining both Likert scale and Q-methodology surveys to better understand the readiness for IPE of first year health science students in terms of their level of study and program specialization. The RIPLS Likert results demonstrated that overall, first year students in health science programs have high levels of readiness for IPE, with students from graduate and HPP demonstrating the highest scores. The Q-methodology survey identified which components of IPE students valued the most and further described how these preferences vary across program level and specialization. Together, this complementary information will allow programs to re-evaluate and re-shape the IPE opportunities offered to first year students to ensure better alignment with their needs and increase their readiness for IPE and interprofessional collaboration.Similar to previous studies, all students who responded showed high readiness for IPE (average RIPLS scores from 3.04 to 4.51 out of 5) [Contrary to previous studies demonstrating an effect of age and gender [The RIPLS has been one of the most recommended instruments to assess readiness for IPE as it has undergone large patterns of validity and reliability testing with different samples [Through using the Q-methodology survey we were able to show students with different characteristics value different components and outcomes of IPE experiences and differentially prioritize the value of teamwork (group 1), patient care (group 2) and self-development (group 3). It was interesting to observe a higher proportion of undergraduates, and indeed those in general programs, were focused on how IPE would potentially benefit their skills, whilst more experienced students focused on the benefits to the patient. Considering the ultimate goal of IPE is to improve quality of the care provided to the patient [The identification of different needs and values of IPE of the first-year students in health sciences programs has several practical implications in selecting the most appropriate key elements for IPE according to each student group’s needs. For example, students who are focused on self development (primarily undergraduate), may benefit from group reflective exercises, within safe learning environments, to develop an appreciation and understanding of each other’s roles, their unique backgrounds and the distinctive and complementary professional perspectives on clinical decision making [