110 Chapter 7 ‘medical errors’ and reduced ‘length of stay’ of patients. But most studies included in this review were limited to professionals only, and a small proportion of studies investigated professionals and students as one group. Some studies that included only students have measured ‘patient satisfaction’ and ‘patient or caregiver education’ as outcomes of IPE interventions. These studies have generally reported positive effects. In their review, Shuyi et al. (2024) also found studies reporting positive outcomes for patients after IPE for professionals. There were no studies included in the review that researched patient outcomes after IPE-interventions with students. This is still a gap in the literature that needs to be filled. Our findings regarding the long-term effect of an IPE intervention, contribute to the literature about IPE effectiveness. One year after an IPE intervention, students feel that they have grown more in their interprofessional collaborative skills, than students that did not participate in IPE. As this growth was not present in the control group, we can conclude that the IPE intervention was a positive contributor to the clinical experiences both groups had in between and after the interprofessional or uniprofessional education sessions. Maybe the IPE-students were better prepared for interprofessional collaboration in clinical practice after the intervention and could therefore make more progress. Our research into motivation did not reveal any significant differences between the intervention and control groups. In Chapter 5, in which we investigated motivation to work with older people, no significant differences were found in this motivation between the IPE and UPE groups. The motivation to collaborate interprofessionally, described in Chapter 6, also did not differ between the intervention and control groups. In both these chapters, the pre-intervention scores on motivation for working with older adults (Chapter 5) and for IPC (Chapter 6) were already quite high. In both cases there may have been a ceiling effect. But these studies also showed that nursing and medical students differ in their motivation to work with older people and to collaborate interprofessionally in clinical practice. Either way, we could not concretely conclude from our findings that an IPE intervention in this form contributes to increasing the motivation to work with older people or to collaborate interprofessionally in clinical practice. Which IPEC core competencies were trained in our IPE intervention and what could be improved In the introduction chapter the IPEC framework was discussed (Figure 7.3). The purpose of the IPEC set of competencies is to equip students to pursue lifelong learning and collaboration with others for enhancing health outcomes.
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