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Table 5 Responses by professional group from end-of-rotation questionnaires completed by 119/127 students who participated in the TIPE programme 2013–2014 (4 OT students not included). Responses on a 5-point Likert-type scale where 1 = strongly disagree/poor; 5 = strongly agree/excellent

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

Student agreement with the following statements Dentistry N = 18 Dietetics N = 17 Medicine N = 23 Nursing N = 25 Pharmacy N = 18 Physiotherapy N = 18
  Mean Mean Mean Mean Mean Mean
  Confidence interval 95 % Confidence interval 95 % Confidence interval 95 % Confidence interval 95 % Confidence interval 95 % Confidence interval 95 %
Satisfaction with the Programme       
I enjoyed taking part in the TIPE programme 4.4 4.9 4.1 4.8 4.8 4.9
4.0 -4.8 4.8–5.1 3.6 -4.6 4.6–4.9 4.6–5.0 4.8–5.1
I would recommend the programme to other students 3.9 4.9 3.7 4.7 4.8 4.9
3.4–4.4 4.7–5.1 3.0–4.3 4.5–5.0 4.6–5.0 4.8–5.1
I felt included as part of the Tairawhiti community 4.4 4.9 4.7 4.4 4.6 4.8
4.1- 4.8 4.7–5.1 4.5–4.9 4.1–4.8 4.2–5.0 4.6–5.0
Hauora Maori       
I have a better understanding about how I can contribute to improve Māori health. 4.3 4.6 3.8 4.6 4.5 4.7
4.0–4.7 4.4–4.9 3.4–4.3 4.4–4.9 4.2–4.7 4.4–4.9
I have a better understanding of how to incorporate Māori culture and customs into my practice. 4.3 4.8 3.9 4.8 4.6 4.6
4.0–4.6 4.5–5.0 3.5–4.3 4.6–5.0 4.3–4.8 4.2–4.9
I feel more confident that I can provide care to Māori patients. 4.3 4.6 4.0 4.7 4.4 4.7
4.0–4.6 4.2–5.1 3.6–4.4 4.5–5.0 4.1–4.7 4.5–5.0
Rural Health       
I have become more confident in practising in rural health. 4.1 4.4 4.3 4.6 4.5 4.8
3.7–4.6 4.0–4.8 4.0–4.6 4.3–4.9 4.2–4.8 4.6–5.0
I have become more knowledgeable about the roles of other health professionals 4.5 4.8 4.2 4.7 4.6 4.8
4.2–4.8 4.6–5.0 3.9–4.6 4.5–5.0 4.3–4.9 4.6–5.0
Interprofessional Health Care       
My skills in communicating with other health and social care professionals improved through learning with students from other healthcare professions. 4.4 4.6 3.9 4.6 4.6 4.6
4.1–4.7 4.3–5.0 3.5–4.3 4.4–4.9 4.4–4.8 4.4–4.9
Learning with students from other healthcare professions is more beneficial to improving teamwork skills than learning only with peers. 4.6 4.8 4.1 4.7 4.7 4.9
4.2–4.9 4.6–5.0 3.7–4.6 4.4–5.0 4.4–5.0 4.7–5.0
As a result of the programme I have a better understanding of the roles, activities and skill of different healthcare professionals. 4.5 4.8 4.3 4.8 4.8 4.8
4.2–4.8 4.6–5.0 3.8–4.6 4.5–5.0 4.6–5.0 4.6–5.0
Chronic Condition Management       
My knowledge about organizing care for people with chronic conditions 3.4 3.9 2.8 4.3 4.2 4.0
2.8–4.0 3.4–4.4 2.3–3.3 3.9–4.7 3.98–4.6 3.7–4.3
My knowledge of what other professions can contribute to chronic conditions care 4.0 4.3 3.3 4.6 4.5 4.3
3.4–4.6 3.8–4.8 2.8–3.8 4.3–4.9 4.1–4.9 3.8–4.8
My ability to work collaboratively with other disciplines to organize care for people with chronic conditions 3.7 4.0 3.3 4.6 4.5 4.3
3.2–4.3 3.6–4.4 2.8–3.8 4.4–4.9 4.2–4.8 3.9–4.8
Learning on Clinical Placements.       
I had sufficient opportunity to practise my clinical skills. 2.9 4.2 3.7 3.4 3.8 4.2
2.2–3.6 3.8–4.6 3.2–4.2 2.9–3.9 3.4–4.3 3.9–4.4
The clinical teachers were sensitive and responsive to patients and their relatives. 4.1 4.6 4.6 4.6 4.4 4.8
3.6–4.6 4.3–4.9 4.3–4.8 4.3–4.9 3.9–4.8 4.6–5.0
The clinical teachers were sensitive and responsive to other health professionals. 3.9 4.5 4.4 4.6 4.6 4.7
3.4–4.4 4.3–5.0 4.1–4.7 4.3–4.9 4.3–4.9 4.5–5.0
I was encouraged to think through clinical problems for myself. 4.3 4.6 4.6 4.1 4.2 4.7
3.9–4.7 4.4–4.9 4.3–4.8 3.7–4.5 3.7–4.6 4.4–4.9
I was given adequate instructions for proceeding with clinical work. 3.8 4.2 4.2 4.2 4.2 4.7
3.4–4.3 3.8–4.6 3.7–4.7 3.9–4.6 3.8–4.6 4.4–5.0
  1. (119/127 students; 94 % response rate). Mean values bold for emphasis