46 Chapter 3 was used to compare the scores of the UPE- and IPE-group for each single item in all of the four cases. RESULTS Participants A total of 135 students were included in this study. Six students dropped out because they quit their education or were not present during the sessions. Table 3.1 depicts the characteristics of the UPE and IPE groups. The groups did not differ in age or gender prior to the research. Not every student was present in all of the four sessions, and sometimes, because of an incomplete IPE-couple, a student from the UPE-group joined the IPE-group or vice versa. Three students switched for one session to the UPE group and four students switched for one session to the IPE group. Table 1 depicts the group to which students were assigned and in which they participated for most of the sessions. Because not every student was present during all four sessions, the number of finished health care plans varied between 56 and 71 in the UPE-group. In the IPE-group the number of health care plans varied between 29 and 30. In the supplementary files, there is an overview of all included students in each group and all dropouts (Supplementary file B – Overview of students’ numbers). Table 3.1: Student characteristics Uniprofessional Education N=68 Interprofessional Education N=61 p-value Test Nursing students % 41 49 0.362 Chi-square Female % 84 70 0.070 Chi-square Age (±sd) 21.8 (±2.7) 21.0 (±2.6) 0.080 Ind samp t-test Sessions On an average students completed the assignment between 10 to 30 minutes. During supervision it was clear that all couples were collaborating during their assignment. All students in the UPE group were quietly working alone on their assignment. One session couldn’t be scheduled in regular time. That was the only session in this study for which we asked students to come to school.
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