In recent years, the landscape of medical education has undergone significant changes, marked by an increasing emphasis on interdisciplinary collaboration. As healthcare systems become more integrated, there is a growing recognition that training future healthcare professionals requires a deep understanding of how they can work effectively across various disciplines. In this context, the Interdisciplinary Education Perception Scale (IEPS) has emerged as a vital tool for assessing the perceptions of students regarding interdisciplinary education. A recent article published in BMC Medical Education offers further insights into the psychometric evaluation of the Swedish version of the IEPS through the innovative application of Rasch analysis.
Designed to measure the attitudes and perceptions of students engaged in interdisciplinary learning, the IEPS has been extensively utilized across various educational settings. The instrument is particularly significant as it provides educators with important data regarding students’ experiences and readiness to engage in collaborative practices. Understanding these perceptions is crucial, as it can inform curricular changes that better prepare students for the realities of contemporary healthcare environments.
The focus of the recent study was to conduct an in-depth psychometric evaluation of the Swedish adaptation of the IEPS. This evaluation not only reassesses the reliability and validity of the scale but also examines how well it captures the nuanced experiences of Swedish students in interdisciplinary settings. Employing Rasch analysis, a method known for its rigor in measuring latent traits, the researchers aimed to derive meaningful insights into the effectiveness of interdisciplinary education in Sweden.
Rasch analysis, named after Georg Rasch, is a powerful statistical technique that allows for a detailed investigation of measurement models. It transforms ordinal data into interval-level data, making it possible to derive more precise information about the underlying constructs being measured. By applying this method to the IEPS, the authors hoped to determine how different aspects of students’ interdisciplinary experiences correspond to their scores on the scale.
One of the critical components of Rasch analysis is the examination of item fit, which involves assessing how well each item on the scale correlates with the overall construct being measured. In the context of the IEPS, this analysis revealed whether specific questions effectively capture students’ perceptions of interdisciplinary education. A finding of poor item fit could suggest the need for revisions or modifications to enhance the scale’s overall efficacy.
Another important aspect that the study addressed was the dimensionality of the IEPS. Understanding whether the scale measures a single construct or multiple dimensions is essential for developing an accurate representation of students’ perceptions. The Rasch analysis provided insights into whether the Swedish version of the IEPS maintains its structure across different educational contexts, thus ensuring that it remains a reliable tool for assessing interdisciplinary education.
The findings of the study have significant implications for educators and administrators in health science programs. By identifying strengths and weaknesses in the existing educational framework, institutions can implement targeted strategies that enhance interdisciplinary training. For instance, if specific items on the IEPS indicate low levels of perceived collaboration among students, educators can introduce workshops or collaborative projects that promote teamwork and improve interpersonal skills.
Moreover, the research underscores the importance of continuous evaluation in educational settings. As healthcare evolves, so too must educational practices and assessments. The authors highlight that utilizing reliable psychometric instruments like the IEPS not only provides insights into current practices but also fosters a culture of ongoing improvement. Institutions that prioritize such evaluations are better positioned to adapt to the changing demands of the healthcare landscape.
In addition, the study raises awareness about the significance of interdisciplinary education as a core competency in healthcare training. The authors argue that fostering collaboration among future healthcare professionals is essential for improving patient outcomes. When students learn to appreciate and work effectively with diverse disciplines, they are more likely to provide holistic care and develop innovative solutions to complex health challenges.
The relevance of the IEPS and its Swedish adaptation extends beyond national borders, resonating with global trends in medical education. As countries increasingly recognize the value of interdisciplinary approaches, tools like the IEPS can facilitate cross-cultural comparisons in educational practices. By sharing findings from different contexts, educators worldwide can collaborate to enhance interdisciplinary training strategies.
In conclusion, the psychometric evaluation of the Swedish version of the IEPS using Rasch analysis represents a critical step in advancing our understanding of interdisciplinary education in healthcare. This research not only reinforces the importance of reliable assessment tools but also emphasizes the role of interdisciplinary learning in preparing future healthcare professionals. As medical education continues to evolve, the insights gained from such studies will be invaluable in shaping curricula that meet the needs of tomorrow’s healthcare systems.
By advancing the understanding of how students perceive interdisciplinary education, this research calls for a dialogue among educators, policymakers, and students alike. It serves as a reminder of the importance of collaborative practices in healthcare, highlighting the need for more integrated training that fosters effective communication and teamwork among future professionals. Ultimately, the findings suggest a promising path forward, where the integration of interdisciplinary education is not just an aspiration but a reality that can lead to improved health outcomes for all.
Subject of Research: Interdisciplinary Education Perception Scale (IEPS) evaluation using Rasch analysis.
Article Title: Further psychometric evaluation of the Swedish version of the Interdisciplinary Education Perception Scale (IEPS) using Rasch analysis.
Article References:
von Wallenberg Pachaly, S., Öster, C., Ramklint, M. et al. Further psychometric evaluation of the Swedish version of the Interdisciplinary Education Perception Scale (IEPS) using Rasch analysis.
BMC Med Educ (2026). https://doi.org/10.1186/s12909-025-08553-1
Image Credits: AI Generated
DOI: 10.1186/s12909-025-08553-1
Keywords: Interdisciplinary education, psychometric evaluation, IEPS, Rasch analysis, collaborative learning, healthcare training, educational assessment.
