1. Unveiling the impact of interprofessional education on shaping students’ interprofessional identity and collaboration perception: a mixed-method study
- Author
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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. Tsia, Dana Vackova, Julienne Jen, and George L. Tipoe
- Subjects
Interprofessional education ,Interprofessional identity ,Collaboration perception ,Health professions education ,Medical education ,Special aspects of education ,LC8-6691 ,Medicine - Abstract
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
- Published
- 2024
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