So sánh phương pháp

	Thang đo Sẵn sàng cho Học tập Liên chuyên ngành (RIPLS)	Thang đo Hợp tác Liên chuyên môn (IPCS)
Lĩnh vực	Giáo dục sức khỏe	Giáo dục sức khỏe
Họ	Process / pipeline	Process / pipeline
Năm ra đời	1999	2003–2005
Người khởi xướng	Gail Parsell & John Bligh	Hind et al. / Barr et al.
Loại	Self-report questionnaire	Self-report questionnaire
Công trình gốc	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.	Hind, M., Norman, I., Compton, S. E., Worral-Davies, A., Coad, S., Marples, R., ... Drey, N. (2003). Interprofessional perceptions of health care students. J Interprof Care 17(1): 21–34.
Tên gọi khác	Readiness for IPL, RIPLS Scale	Collaboration Scale, Team Collaboration Index, Interprofessional Teamwork Scale
Liên quan	4	4
Tóm tắt	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 IPCS is a self-report questionnaire measuring healthcare professionals' and students' attitudes, beliefs, and behaviors regarding interprofessional collaboration and teamwork. Developed through research by Hind and colleagues in 2003 and refined in subsequent interprofessional education studies, the IPCS evaluates perceived teamwork quality, interdependence, communication effectiveness, and shared decision-making across professional boundaries. It is used in clinical and educational settings to assess collaboration climate, evaluate the impact of team interventions, and identify professional groups' differing perspectives on teamwork.