7 109 Discussion Based on the studies of this thesis, we can conclude that a small IPE-intervention has the potential to influence students’ perceptions and collaborative skills in the shortterm as well as in the long-term. These effects were seen in Chapters 3, 4 and 6 of this thesis. The effects on students’ perceptions and collaborative skills in Chapters 4 and 6 relate to the modified Kirkpatrick levels 2a/b, a change in attitudes and knowledge or skills (Figure 7.2). In Chapter 4 students reported an exchange of discipline specific knowledge, and in Chapter 6 a self-reported increase in collaborative skills was found in the interprofessional group. Figure 7.2: Modified Kirkpatrick levels for learner outcomes (adapted from Barr et al. (2005) Besides improvement in knowledge and skills, Chapter 4 indicated that students perceive an improvement in patient care and a reduction of hierarchy. Since these effects were perceived by the students and not measured as an effect in clinical practice, they relate to Kirkpatrick levels 2a/b instead of level 4. In Chapter 3 an effect on Kirkpatrick’s level 3 was described: the written health care plans of IPE-student couples had higher score-ratios than the uniprofessional health care plans. This shows that the students were truly impacted by the learning and they were applying what they had learned. The effects measured in perceptions and collaborative skills on the second and third Kirkpatrick levels are in line with the current literature (Guraya & Barr, 2018; Lim & Noble-Jones, 2018; Riskiyana et al., 2018; Saragih et al., 2024). Positive effects of a classroom intervention on patient care (level 4) is preferable, but rarely found in literature. In a literature review by Cadet et al. (2024), most studies reported reduced
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