A stepladder approach for effective curriculum implementation of interprofessional collaborative practice skills module

Background: Interprofessional collaborative practice (IPCP) is vital for perfecting patient safety and quality of care through effective teamwork, communication, and role clarity. Aims and Objectives: This study was designed to evaluate a stepladder approach for effective curriculum implementation of IPCP skills using continuous reinforcement. Materials and Methods: An interventional study was conducted among 175 healthcare trainees from nursing, physiotherapy, ear, nose, and throat, trauma technology, and operation theater technology disciplines. Participants were divided into interprofessional groups and guided by trained mentors through a digital platform. The stepladder approach included sensitization, role-play-based learning, skills laboratory practice, and reflective debriefing, focusing on tracheostomy care. Interprofessional readiness was evaluated using the Readiness for Interprofessional Learning Scale at 4 time points. Team performance was evaluated using the team objective structured clinical examination (OSCE). Results: Interprofessional readiness scores showed a significant stepwise improvement from baseline to post-activity (P<0.001). OSCE scores improved significantly across all tracheostomy phases. Reflective analysis revealed improved teamwork, communication, leadership, role clarity, and motivation. Conclusion: The stepladder approach effectively enhances IPCP readiness, clinical performance, and collaborative skills, supporting its integration into healthcare curricula.