Methoden vergelijken

	Readiness for Interprofessional Learning Scale (RIPLS)	Professionele Identiteitsschaal (PIS)
Vakgebied	Gezondheidsvoorlichting	Gezondheidsvoorlichting
Familie	Process / pipeline	Process / pipeline
Jaar van ontstaan	1999	2006
Grondlegger	Gail Parsell & John Bligh	Adams et al.
Type	Self-report questionnaire	Self-report questionnaire
Oorspronkelijke bron	Parsell, G. & Bligh, J. (1999). The development of a questionnaire to assess the readiness of health care students for interprofessional learning (RIPLS). Med Educ 33(2): 95–100.	Adams, K., Hean, S., Sturgis, P., & Clark, J. M. (2006). Investigating the factors influencing professional identity of first-year health and social care students. Learn Health Soc Care 5(2): 55–68.
Aliassen	Readiness for IPL, RIPLS Scale	Healthcare Professional Identity, Disciplinary Identity Assessment
Verwant	4	4
Samenvatting	The RIPLS is a 19-item self-report questionnaire designed to measure healthcare students' attitudes and readiness toward interprofessional learning and collaboration. Developed by Parsell and Bligh in 1999, it assesses three core dimensions of interprofessional readiness: teamwork and collaboration, professional identity, and recognition of roles and responsibilities across professions. The RIPLS is widely used in health professions education to evaluate the effectiveness of interprofessional education initiatives.	The PIS is a self-report questionnaire measuring healthcare students' sense of professional identity, belonging, and commitment to their chosen discipline. Developed by Adams and colleagues in 2006, the PIS assesses the degree to which students have internalized professional roles, values, behaviors, and career commitment. The scale measures both cognitive elements (knowledge of professional standards and scope of practice) and emotional elements (sense of belonging, pride in discipline). The PIS is used in healthcare education to track professional identity development over training, identify students at risk of attrition, and evaluate the impact of socialization experiences on disciplinary commitment.