Akademik Veri Yönetim Sistemi
13th International Conference on Innovations in Bio-Inspired Computing and Applications, IBICA 2022, and 12th World Congress on Information and Communication Technologies, WICT 2022, Virtual, Online, 15 - 17 Aralık 2022, cilt.649 LNNS, ss.713-724
Adapting health professional curriculum and training to evolving requirements and exponential expansion in healthcare awareness and knowledge is vital. As an example of this uniformity, interprofessional education can be found. Teachers’ willingness to participate in interprofessional education is closely linked to their attitude about it. The goal of this research is to investigate teacher attitudes toward interprofessional education (IPE) at Ekiti State College of Health and Technology (EKCHT), Ijero Ekiti, Nigeria. Cross-sectional research involving 85 teachers was used. In order to collect data, a five-point Likert scale with three subscales on IPE was utilized, which was stratified sampling. Positive attitude was defined as having a cut-off percentage of more than seventy-five percent. At a 96% confidence level, SPSS version 21 was used to analyze the Bio-demographic data and teacher attitudes were correlated using logistic regression. There are a greater number of male teachers than females that took part in the survey. Attitudes of teacher's IPE in academic contexts were found to be negative (30.82 < 75%) in the total attitude score (121.45 > 75%). Teacher’s attitudes were not influenced by their age, gender, academic rank, or level of competence. Academics with positive opinions toward interprofessional education were more likely to have used it at the college (P = 0.147). As a result, while teachers have a generally positive view of interprofessional education, they have a negative view of subscale 3-interprofessional education in academic contexts. Training in behavior change and IPE awareness for teachers is suggested to avoid negative attitudes.