Unveiling the impact of interprofessional education on shaping students' interprofessional identity and collaboration perception: a mixed-method study.
Collaboration perception
Health professions education
Interprofessional education
Interprofessional identity
Medical education
Journal
BMC medical education
ISSN: 1472-6920
Titre abrégé: BMC Med Educ
Pays: England
ID NLM: 101088679
Informations de publication
Date de publication:
08 Aug 2024
08 Aug 2024
Historique:
received:
29
04
2024
accepted:
29
07
2024
medline:
9
8
2024
pubmed:
9
8
2024
entrez:
8
8
2024
Statut:
epublish
Résumé
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. 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. 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. 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.
Sections du résumé
BACKGROUND
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
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
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
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.
Identifiants
pubmed: 39118125
doi: 10.1186/s12909-024-05833-0
pii: 10.1186/s12909-024-05833-0
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
855Subventions
Organisme : University of Hong Kong
ID : 202009185081
Informations de copyright
© 2024. The Author(s).
Références
Cruess SR, Cruess RL. The Development of Professional Identity. In: Understanding Medical Education [Internet]. John Wiley & Sons, Ltd; 2018 [cited 2023 Aug 3]. p. 239–54. Available from: https://onlinelibrary.wiley.com/doi/abs/10.1002/9781119373780.ch17
Cruess RL, Cruess SR, Boudreau JD, Snell L, Steinert Y. Reframing Medical Education to Support Professional Identity Formation. Acad Med. 2014 Nov;89(11):1446–51.
Stull CL, Blue CM. Examining the influence of professional identity formation on the attitudes of students towards interprofessional collaboration. J Interprof Care. 2016 Jan 2;30(1):90–6.
Janke KK, Bloom TJ, Boyce EG, Johnson JL, Kopacek K, O’Sullivan TA, et al. A Pathway to Professional Identity Formation: Report of the 2020–2021 AACP Student Affairs Standing Committee. Am J Pharm Educ [Internet]. 2021 Nov 1 [cited 2023 Aug 3];85(10). Available from: https://www.ajpe.org/content/85/10/8714
Holden MD, Buck E, Luk J, Ambriz F, Boisaubin EV, Clark MA, et al. Professional Identity Formation: Creating a Longitudinal Framework Through TIME (Transformation in Medical Education). Acad Med. 2015 Jun;90(6):761.
Sarraf-Yazdi S, Teo YN, How AEH, Teo YH, Goh S, Kow CS, et al. A Scoping Review of Professional Identity Formation in Undergraduate Medical Education. J Gen Intern Med. 2021 Nov 1;36(11):3511–21.
Tong R, Brewer M, Flavell H, Roberts LD. Professional and interprofessional identities: a scoping review. J Interprof Care. 2020 Feb 13;1–9.
Wilson I, Cowin LS, Johnson M, Young H. Professional Identity in Medical Students: Pedagogical Challenges to Medical Education. Teach Learn Med. 2013 Oct 1;25(4):369–73.
Haugland M, Brenna SJ, Aanes MM. Interprofessional education as a contributor to professional and interprofessional identities. J Interprof Care. 2019 Dec 9;0(0):1–7.
Reinders JJ, Krijnen W. Interprofessional identity and motivation towards interprofessional collaboration. Med Educ. 2023;57(11):1068–78.
Tong R, Brewer M, Flavell H, Roberts LD. Facilitating interprofessional identity development in healthcare students through dedicated interprofessional placements. J Interprof Care. 2021 Mar 30;0(0):1–9.
Wood A, Copley J, Hill A, Cottrell N. Interprofessional identity in clinicians: A scoping review. J Interprof Care. 2022 Jul 26;0(0):1–12.
Baron MP, Sasseville N, Vachon C. Interprofessional Collaboration to Develop the Professional Identity of Future Special Education Teachers and Social Workers. Int J Interdiscip Educ Stud. 2022;17(1):59–70.
Reinders JJ, Lycklama À Nijeholt M, Van Der Schans CP, Krijnen WP. The development and psychometric evaluation of an interprofessional identity measure: Extended Professional Identity Scale (EPIS). J Interprof Care. 2020 Feb 3;1–13.
Stets JE, Burke PJ. Identity Theory and Social Identity Theory. Soc Psychol Q. 2000;63(3):224–37.
Kaap-Fröhlich S, Ulrich G, Wershofen B, Ahles J, Behrend R, Handgraaf M, et al. Position paper of the GMA Committee Interprofessional Education in the Health Professions – current status and outlook. GMS J Med Educ. 2022 Apr 14;39(2):Doc17.
Khalili H, Orchard C, Laschinger HKS, Farah R. An interprofessional socialization framework for developing an interprofessional identity among health professions students. J Interprof Care. 2013 Nov;27(6):448–53.
Duck S, McMahan DT. Communication in everyday life: a survey of communication. Second edition. Communication in everyday life: a survey of communication. Los Angeles: SAGE; 2015.
Mitchell RJ, Parker V, Giles M. When do interprofessional teams succeed? Investigating the moderating roles of team and professional identity in interprofessional effectiveness. Hum Relat. 2011 Oct 1;64(10):1321–43.
Creswell JW, Shope R, Clark VLP, Green DO. How interpretive qualitative research extends mixed methods research. Res Sch. 2006;13(1):1–11.
Creswell JW, Fetters MD, Plano Clark VL, Morales A. Mixed Methods Intervention Trials. In: Andrew S, Halcomb EJ, editors. Mixed Methods Research for Nursing and the Health Sciences. John Wiley & Sons; 2009.
Luecht RM, Madsen MK, Taugher MP, Petterson BJ. Assessing Professional Perceptions: Design and Validation of an Interdisciplinary Education Perception Scale. J Allied Health. 1990;19(2):181–91.
Ganotice FA, Chan L, Chow AYM, Khoo US, Lam MPS, Liu RKW, et al. What characterize high and low achieving teams in Interprofessional education: A self-determination theory perspective. Nurse Educ Today. 2022 May;112:105321.
IBM. SPSS Statistics for Windows. Armonk, NY: IBM Corp; 2021.
Norris JM, White DE, Nowell L, Mrklas K, Stelfox HT. How do stakeholders from multiple hierarchical levels of a large provincial health system define engagement? A qualitative study. Implement Sci. 2017 Dec;12(1):98.
Creswell JW. Designing A Mixed Methods Study In Primary Care. Ann Fam Med. 2004 Jan 1;2(1):7–12.
Thomae AV, Verweij L, Witt CM, Blum D, Feusi E, Fringer A, et al. Evaluation of a newly developed flipped-classroom course on interprofessional practice in health care for medical students. Med Educ Online. 2023 Dec 31;28(1):2198177.
Wong A, Trollope-Kumar K. Reflections: an inquiry into medical students’ professional identity formation. Med Educ. 2014;48(5):489–501.
Fernandes AR, Palombella A, Salfi J, Wainman B. Dissecting through barriers: A mixed-methods study on the effect of interprofessional education in a dissection course with healthcare professional students. Anat Sci Educ. 2015;8(4):305–16.
Olson R, Bialocerkowski A. Interprofessional education in allied health: a systematic review. Med Educ. 2014 Mar;48(3):236–46.
Lockeman KS, Appelbaum NP, Dow AW, Orr S, Huff TA, Hogan CJ, et al. The effect of an interprofessional simulation-based education program on perceptions and stereotypes of nursing and medical students: A quasi-experimental study. Nurse Educ Today. 2017 Nov;58:32–7.
Swinnen E, Fobelets M, Adriaenssens N, Vandyck E, Goelen G, Moortgat E, et al. Effectiveness of an Interprofessional Education Model to Influence Students’ Perceptions on Interdisciplinary Work. J Nurs Educ. 2021 Sep;60(9):494–9.
Toh SM, Denisi AS. Host country nationals as socializing agents: A social identity approach. J Organ Behav. 2007;28(3):281–301.
van Diggele C, Roberts C, Burgess A, Mellis C. Interprofessional education: tips for design and implementation. BMC Med Educ. 2020 Dec 3;20(2):455.
Labrague LJ, McEnroe – Petitte DM, Fronda DC, Obeidat AA. Interprofessional simulation in undergraduate nursing program: An integrative review. Nurse Educ Today. 2018 Aug;67:46–55.
Regnault A, Willgoss T, Barbic S, On behalf of the International Society for Quality of Life Research (ISOQOL) Mixed Methods Special Interest Group (SIG). Towards the use of mixed methods inquiry as best practice in health outcomes research. J Patient-Rep Outcomes. 2018 Apr 11;2(1):19.