Table 1 Psychometric properties of the Student Acceptance of Interprofessional Learning (SAIL-10) instrument
No. | Item | Factor loadings | Overall Cronbach alpha | Cronbach alpha (by domain) | Corrected item-total correlation | Cronbach alpha if item deleted | Test-retest Spearman rho (p-value)** | |
|---|---|---|---|---|---|---|---|---|
Domain 1 | Domain 2 | |||||||
6 | The workshop strengthens the ties between the different healthcare professionals. | 0.791 | 0.870 | 0.899 | 0.688 | 0.885 | 0.398 (p < 0.001)** | |
2 | The presence of students from other healthcare professions in the workshop broadens the scope of my learning, knowledge and skills. | 0.781 | 0.757 | 0.879 | 0.279 (p < 0.001)** | |||
10 | More interprofessional workshops should be conducted in undergraduate courses. | 0.761 | 0.771 | 0.876 | 0.455 (p < 0.001)** | |||
9 | I recommend that inter-professional learning be incorporated into the curriculum. | 0.760 | 0.731 | 0.881 | 0.242 (0.002)** | |||
1 | It is more interesting to be in a workshop with students from other healthcare professions than just my own course mates. | 0.755 | 0.698 | 0.884 | 0.370 (p < 0.001)** | |||
8 | The discussion and feedback from students of other healthcare profession enrich my understanding of the workshop topic. | 0.750 | 0.747 | 0.879 | 0.255 (0.001)** | |||
5 | I understand the roles of other healthcare professions well. | 0.732 | 0.557 | 0.901a | 0.311 (p < 0.001)** | |||
4 | I prefer to learn about prescribing skills among my own course mates only. | 0.883 | 0.671 | 0.620 | 0.377 | 0.528 (p < 0.001)** | ||
3 | The presence of students from other healthcare professions in the workshop disrupts my learning ability. | 0.772 | 0.496 | 0.599 | 0.273 (0.001)** | |||
7 | It is a waste of time to put students from different healthcare professions in the same workshop. | 0.540 | 0.414 | 0.686a | 0.306 (p < 0.001)** | |||
Total score | 0.550 (p < 0.001)** | |||||||