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Fostering interprofessional identity formation to support interprofessional collaboration - Identifying guidelines
Annemarie B Sänger1, Renée E Stalmeijer2, Simon Beausaert3
1School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands. a.sanger@maastrichtuniversity.nl.
Advances in Health Sciences Education : Theory and Practice
|October 20, 2025
Summary
Interprofessional identity (IPI) is crucial for health professions students
Area of Science:
- Health Professions Education
- Educational Sciences
- Management Sciences
Background:
- Undergraduate interprofessional education prepares students for complex healthcare challenges.
- Interprofessional identity (IPI) is vital for interprofessional collaboration (IPC), but fostering it is underdeveloped.
Purpose of the Study:
- Identify key characteristics of IPI.
- Develop guidelines for educational design to foster interprofessional identity formation (IPIF).
Main Methods:
- Critical review of educational sciences, health professions education, and management sciences literature.
- Two iterative literature searches analyzed via reflexive thematic analysis.
- Analysis focused on IPI conceptualizations, theories of IPIF, and mechanisms for fostering IPIF.
Main Results:
- IPI characterized by: sense of belonging, commitment to interprofessional work, shared values/ethics, role understanding, and IPC skills.
- Five prevalent theories explaining IPIF were identified.
- Guidelines for educational design (ED-IPIF framework) targeting students, teams, faculty, and curriculum were derived.
Conclusions:
- Fostering IPI alongside IPC competencies is essential for preparing future healthcare professionals.
- The ED-IPIF framework offers a theory-based approach to integrated educational design for IPIF.
- Further research is needed to address gaps and empirically test the ED-IPIF framework.
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