comparison of inter-professional attitudes between nursing and medical students: a cross-sectional

Background :today, inter-professional attitudes and collaboration significantly impact health outcomes and the achievement of desirable treatment results, as emphasized in various studies. therefore, examining the inter-professional attitudes of medical students, as future workforce members, is of great importance for appropriate planning. objectives :this study aimed to compare the inter-professional attitudes of nursing and medical students. methods :this cross-sectional study was conducted among nursing and medical students at the faculty of medical sciences in 2024. the study participants consisted of medical interns and eighth-semester nursing students who were selected through a convenience sampling. the study tool was the standard questionnaire for assessing health team members' attitudes towards inter-professional skills (ahpq), completed by the sample after obtaining the necessary permissions. data were analyzed using spss16 software and the non-parametric mann-whitney test. results :a total of 145 questionnaires were completed. the results indicated a statistically significant difference in the component of subservience between medical and nursing students (p < 0.05). however, no statistically significant difference was found in the component of caring between the two groups (p > 0.05). additionally, there were statistically significant differences between medical and nursing students in the items of confident/vulnerable (p = 0.02), technically focused/not technically focused (p = 0.015), independent/not independent (p = 0.0001), and well paid/poorly paid (p = 0.01). conclusions :it can be concluded that the state of inter-professional attitudes varied based on the type of variable examined between medical and nursing students. one of the effective factors in improving inter-professional attitudes among students was the experience of the covid-19 pandemic. however, topics such as independence, salary, techniques and professional rules, and vulnerability need further investigation. moreover, these aspects should be considered in educational planning.