This study identified both common and profession-specific learning needs in MV management, providing clear direction for the development of effective IPE programs aimed at enhancing preparedness for future health emergencies. Our findings underscore both shared and profession-specific aspects of MV education, offering practical guidance for developing structured team-based educational programs.

The consistently high motivation and educational interest across all professional groups indicate a strong collective awareness of the importance of MV competencies. This aligns with the core premise of IPE, which emphasises the development of collaborative competencies through shared learning experiences [19]. The relatively high motivation observed among those with clinical experience in MV indicates that experiential exposure reinforces the perceived relevance and urgency of MV-related knowledge, a concept consistent with the adult learning theory and experiential learning frameworks [20] [21].

Our findings revealed significant profession-based differences in baseline understanding and preferred learning formats. Simulation-based training aligns with strong evidence that it significantly improves MV-related procedural skills, confidence, and knowledge retention among trainees [22] [23]. This may partly explain the preferences observed among medical doctors and clinical engineers who frequently engage in ventilator operations and acute decision-making. Conversely, pharmacists and physical therapists, roles that typically do not involve direct ventilator operations or emergent clinical decision-making, may prefer on-demand asynchronous e-learning formats. This preference is consistent with the finding that pharmacists value flexible, self-paced learning in continuing education contexts [24]. Similarly, in physiotherapy education, digitally enhanced or asynchronous learning modalities are increasingly being welcomed owing to their practical accessibility, cost-effectiveness, and ability to support self-directed engagement [25].

Hence, we propose a two-tiered instructional model that integrates a common core curriculum focusing on shared foundational knowledge and interprofessional collaboration with profession-specific modules tailored to each discipline’s unique clinical roles and learning preferences [26] [27]. For example, simulation-based scenarios could be emphasised for medical doctors and clinical engineers, whereas pharmacists and physical therapists could benefit from asynchronous e-learning modules that underscore pharmacological considerations or ventilator-related rehabilitation strategies.

Importantly, several barriers to learning that disproportionately affected certain professions were identified. For example, physical therapists and nurses frequently cited workload as a barrier, whereas pharmacists reported low motivation. Although subgroup sizes were limited in some cases, these findings suggest profession-specific patterns in perceived barriers. These findings highlight the need for organisational strategies to reduce learning-related burdens and foster a culture that values continuous interprofessional development [28]. The proposed model aligns with the principles of high-functioning healthcare teams, including role clarity, mutual support, and situational awareness. These principles are central to Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS^™), which emphasise structured communication and interprofessional collaboration [29]. Our qualitative findings support these principles: participants emphasised the importance of workplace conditions, organisational support, and structured educational opportunities, factors known to enhance interprofessional team performance [30] [31].