TY - JOUR
T1 - Unveiling the impact of interprofessional education on shaping students’ interprofessional identity and collaboration perception
T2 - a mixed-method study
AU - He, Qing
AU - Dizon, John Ian Wilzon T.
AU - Ganotice, Fraide A.
AU - Zheng, Binbin
AU - Yeung, Pauline Pui Ning
AU - Shen, Xiaoai
AU - Ho, Lily Yuen Wah
AU - Wong, Arkers Kwan Ching
AU - Cheng, Franco Wing Tak
AU - Chan, Karen Man Kei
AU - Chan, Linda
AU - Chan, Sarah So Ching
AU - Chow, Amy Yin Man
AU - Chu, Jody Kwok Pui
AU - Chua, Denise Mae
AU - Dung, Edwin Chung Hin
AU - Lee, Wei Ning
AU - Leung, Feona Chung Yin
AU - Wang, Qun
AU - Tsia, Kevin K.
AU - Vackova, Dana
AU - Jen, Julienne
AU - Tipoe, George L.
N1 - Publisher Copyright:
© The Author(s) 2024.
PY - 2024/12
Y1 - 2024/12
N2 - 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.
AB - 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.
KW - Collaboration perception
KW - Health professions education
KW - Interprofessional education
KW - Interprofessional identity
KW - Medical education
UR - http://www.scopus.com/inward/record.url?scp=85200884825&partnerID=8YFLogxK
U2 - 10.1186/s12909-024-05833-0
DO - 10.1186/s12909-024-05833-0
M3 - Article
C2 - 39118125
AN - SCOPUS:85200884825
SN - 1472-6920
VL - 24
JO - BMC Medical Education
JF - BMC Medical Education
IS - 1
M1 - 855
ER -