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Table 3 Aggregated responses from 123/131 TIPE students who completed end-of-rotation questionnaires 2013–2014. Responses on a 5-point Likert-type scale where 5 = strongly agree/excellent;1 = strongly disagree/poor

From: Transition to practice: can rural interprofessional education make a difference? A cohort study

Questions Mean response for item
95 % confidence intervals
2013 2014
N = 53 N = 70
Satisfaction with the programme
I enjoyed taking part in the TIPE programme 4.5 4.8
4.3–4.7 4.6–4.9
I would recommend the programme to other students 4.2 4.7
3.8–4.5 4.6–4.9
I felt included as part of the Tairāwhiti community 4.6 4.6
4.4–4.8 4.5–4.8
Hauora Maori
I have a better understanding about how I can contribute to improve Māori health. 4.3 4.6
4.0–4.5 4.4–4.7
I have a better understanding of how to incorporate Māori culture and customs into my practice. 4.3 4.6
4.0–4.5 4.5–4.8
I feel more confident that I can provide care to Māori patients. 4.3 4.6
4.0–4.5 4.5–4.8
Rural health
I have become more confident in practising in rural health. 4.3 4.6
4.1–4.5 4.5–4.7
I have become more knowledgeable about the roles of other health professionals 4.3 4.7
4.1–4.5 4.6–4.8
Interprofessional/interdisciplinary health care
My skills in communicating with other health and social care professionals improved through learning with students from other healthcare professions. 4.3 4.6
4.1–4.6 4.4–4.7
Learning with students from other healthcare professions is more beneficial to improving teamwork skills than learning only with peers. 4.5 4.7
4.2–4.7 4.6–4.9
As a result of the programme I have a better understanding of the roles, activities and skill of different healthcare professionals. 4.5 4.7
4.3–4.7 4.6–4.9
Chronic condition management
My knowledge about organizing care for people with chronic conditions 3.6 3.9
3.3–3.9 3.7–4.2
My knowledge of what other professions can contribute to chronic conditions care 3.9 4.4
3.6–4.2 4.2–4.6
My ability to work collaboratively with other disciplines to organize care for people with chronic conditions 3.8 4.3
3.5–4.1 4.1–4.5
Learning on clinical placements
I had sufficient opportunity to practise my clinical skills. 3.5 3.8
3.2–3.9 3.5–4.0
The clinical teachers were sensitive and responsive to patients and their relatives. 4.5 4.6
4.3–4.7 4.4–4.8
The clinical teachers were sensitive and responsive to other health professionals. 4.4 4.6
4.1–4.6 4.4–4.8
I was encouraged to think through clinical problems for myself. 4.2 4.6
4.0–4.4 4.4–4.7
I was given adequate instructions for proceeding with clinical work. 4.2 4.3
3.9–4.4 4.1–4.5
  1. (2013 n = 53/60; 2014 n = 70/71; total n = 123/131) 94 % response rate. Mean values bold for emphasis