Readiness for interprofessional learning and correlation with academic self-efficacy among undergraduate health professions students in KSA: A cross-sectional study

The integration of IPE readiness and academic self-efficacy as complementary educational principles showed that the confidence of students in their academic abilities significantly influenced their openness to collaborative learning. This conceptual framework provides a transformative approach for enhancing IPE initiatives by addressing both professional attitudes and academic self-confidence simultaneously, ultimately contributing to the development of a more collaborative and effective health care workforce in alignment with Saudi Vision 2030 health care objectives.