Linganisha mbinu

	Kiwango cha Utambulisho wa Kitaaluma (PIS)	Kiwango cha Utayari wa Kujifunza baina ya Taaluma (RIPLS)
Nyanja	Elimu ya Afya	Elimu ya Afya
Familia	Process / pipeline	Process / pipeline
Mwaka wa asili	2006	1999
Mwanzilishi	Adams et al.	Gail Parsell & John Bligh
Aina	Self-report questionnaire	Self-report questionnaire
Chanzo asilia	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.	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.
Majina mbadala	Healthcare Professional Identity, Disciplinary Identity Assessment	Readiness for IPL, RIPLS Scale
Zinazohusiana	4	4
Muhtasari	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.	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.