Unveiling the impact of interprofessional education on shaping students’ interprofessional identity and collaboration perception: a mixed-method study

Qing He, John Ian Wilzon T. Dizon, Fraide A. Ganotice*, Binbin Zheng, Pauline Pui Ning Yeung, Xiaoai Shen, Lily Yuen Wah Ho, Arkers Kwan Ching Wong, Franco Wing Tak Cheng, Karen Man Kei Chan, Linda Chan, Sarah So Ching Chan, Amy Yin Man Chow, Jody Kwok Pui Chu, Denise Mae Chua, Edwin Chung Hin Dung, Wei Ning Lee, Feona Chung Yin Leung, Qun Wang, Kevin K. TsiaDana Vackova, Julienne Jen, George L. Tipoe*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract

Background: Interprofessional education (IPE) has the potential to shape students’ collaboration perception and interprofessional identity but remains understudied. This study aims to understand the effects of the IPE program as a contextual trigger to promote collaboration perception change and interprofessional identity formation among healthcare professional students. Methods: Using concurrent triangulation mixed-methods, we examined the relationship between collaboration perception and interprofessional identity change among health profession students (N = 263), and explored their perspectives on how their IPE experiences influenced their perception and identity. Participants completed the Interdisciplinary Education Perception Scale and Extended Professional Identity Scale and responded to open-ended questions before and after the IPE intervention. Pearson’s correlation, t-tests, regression (quantitative), and thematic analysis (qualitative) were conducted. Results: Teams with initially lower collaboration perception (M = 3.59) and lower interprofessional identity (M = 3.59) showed a significant increase in collaboration perception (M = 3.76, t = 2.63; p =.02) and interprofessional identity (M = 3.97, t = 4.86; p <.001) after participating in IPE. The positive relationship between collaboration perception and interprofessional identity strengthened after participating in IPE, as evident from the correlation (Time 1: r =.69; p <.001; Time 2: r =.79; p <.001). Furthermore, collaboration perception in Time 1 significantly predicted the variance in interprofessional identity at Time 2 (β = 0.347, p <.001). Qualitative findings indicated that 85.2% of students expressed that IPE played a role in promoting their interprofessional identity and collaboration attitudes. Conclusions: Incorporating the IPE program into the curriculum can effectively enhance students’ collaboration perception and interprofessional identity, ultimately preparing them for collaborative practice in the healthcare system. By engaging students in interprofessional teamwork, communication, and joint decision-making processes, the IPE program provides a valuable context for students to develop a sense of belonging and commitment to interprofessional collaboration.

Original languageEnglish
Article number855
JournalBMC Medical Education
Volume24
Issue number1
DOIs
StatePublished - Dec 2024
Externally publishedYes

Keywords

  • Collaboration perception
  • Health professions education
  • Interprofessional education
  • Interprofessional identity
  • Medical education

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