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Exploring pathways to develop interprofessional identity: a moderated mediation study.

Qing He1, John Ian Wilzon T Dizon1, George L Tipoe1

  • 1Bau Institute of Medical and Health Sciences Education, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong SAR, China.

Advances in Health Sciences Education : Theory and Practice
|May 15, 2025
PubMed
Summary

Health professions students

Keywords:
Health professions studentsInterprofessional educationInterprofessional identityMotivational beliefsProfessional self-efficacy

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Area of Science:

  • Health Professions Education
  • Interprofessional Learning
  • Professional Identity Development

Background:

  • Interprofessional identity (IPI) is vital for health professions learners' collaboration and patient care.
  • Factors influencing IPI development include educational contexts, practice environments, motivation, and confidence.
  • Existing models lack a comprehensive understanding of IPI formation dynamics.

Purpose of the Study:

  • To propose and test a theoretical model of IPI development.
  • To examine the mediating role of motivational beliefs in the relationship between professional self-efficacy and IPI.
  • To investigate the moderating effects of learning gains and satisfaction on IPI development within interprofessional education (IPE).

Main Methods:

  • Longitudinal study with 473 health professions students over a 3-week IPE simulation course.
  • Data collected via questionnaires assessing professional self-efficacy, motivational beliefs, IPI, learning gains, and satisfaction.
  • Bootstrapped moderated mediation analysis using PROCESS Macro to test the proposed model.

Main Results:

  • Professional self-efficacy significantly predicted IPI.
  • Motivational beliefs mediated the relationship between professional self-efficacy and IPI.
  • The mediation was significantly moderated by perceived learning gains and satisfaction with the IPE program.

Conclusions:

  • Enhancing professional self-efficacy and motivational beliefs are key to developing IPI in health professions students.
  • Supportive interprofessional learning environments that foster engagement and satisfaction are crucial for building resilient IPI.
  • Developing IPI ultimately improves collaborative practices and patient care quality.