Teacher’s Attitudes Towards Improving Inter-professional Education and Innovative Technology at a Higher Institution: A Cross-Sectional Analysis

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dc.contributor.authorAjibade, Samuel-Soma M.
dc.contributor.authorMejarito, Cresencio
dc.contributor.authorChin, Dindo M.
dc.contributor.authorDayupay, Johnry P.
dc.contributor.authorGido, Nathaniel G.
dc.contributor.authorTabuena, Almighty C.
dc.contributor.authorChaudhury, Sushovan
dc.contributor.authorBassey, Mbiatke Anthony
dc.date.accessioned2023-06-23T07:58:13Z
dc.date.available2023-06-23T07:58:13Z
dc.date.issued2023en_US
dc.departmentFakülteler, Mühendislik Fakültesi, Bilgisayar Mühendisliği Bölümüen_US
dc.description.abstractAdapting health professional curriculum and training to evolving requirements and exponential expansion in healthcare awareness and knowledge is vital. As an example of this uniformity, interprofessional education can be found. Teachers’ willingness to participate in interprofessional education is closely linked to their attitude about it. The goal of this research is to investigate teacher attitudes toward interprofessional education (IPE) at Ekiti State College of Health and Technology (EKCHT), Ijero Ekiti, Nigeria. Cross-sectional research involving 85 teachers was used. In order to collect data, a five-point Likert scale with three subscales on IPE was utilized, which was stratified sampling. Positive attitude was defined as having a cut-off percentage of more than seventy-five percent. At a 96% confidence level, SPSS version 21 was used to analyze the Bio-demographic data and teacher attitudes were correlated using logistic regression. There are a greater number of male teachers than females that took part in the survey. Attitudes of teacher's IPE in academic contexts were found to be negative (30.82 < 75%) in the total attitude score (121.45 > 75%). Teacher’s attitudes were not influenced by their age, gender, academic rank, or level of competence. Academics with positive opinions toward interprofessional education were more likely to have used it at the college (P = 0.147). As a result, while teachers have a generally positive view of interprofessional education, they have a negative view of subscale 3-interprofessional education in academic contexts. Training in behavior change and IPE awareness for teachers is suggested to avoid negative attitudes.en_US
dc.identifier.doi10.1007/978-3-031-27499-2_66en_US
dc.identifier.scopus2-s2.0-85152514463en_US
dc.identifier.scopusqualityN/Aen_US
dc.identifier.urihttps://hdl.handle.net/11467/6665
dc.identifier.urihttps://doi.org/10.1007/978-3-031-27499-2_66
dc.identifier.volume649en_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherSpringer Science and Business Media Deutschland GmbHen_US
dc.relation.ispartofLecture Notes in Networks and Systemsen_US
dc.relation.publicationcategoryKonferans Öğesi - Uluslararası - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectHigher institution; Innovative technology; Inter-professional education; Negative attitude; Positive attitude; Teacher’s attitudeen_US
dc.titleTeacher’s Attitudes Towards Improving Inter-professional Education and Innovative Technology at a Higher Institution: A Cross-Sectional Analysisen_US
dc.typeConference Objecten_US

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