Research Group IPE, LEARN, Research Institute SHARE, University Medical Center Groningen, University of Groningen, Groningen, Netherlands.
Research Group on Interprofessional Identity and Collaboration, Kaunas University of Applied Sciences, Kaunas, Lithuania.
Med Educ. 2023 Nov;57(11):1068-1078. doi: 10.1111/medu.15096. Epub 2023 Apr 19.
It is unknown whether interprofessional identity is able to explain interprofessional behaviours. Extended professional identity theory provides clues by combining two psychological identity approaches. The aim of this study is to investigate whether interprofessional identity is a source for intrinsic motivation towards interprofessional collaboration related to wider group membership.
Participants of this double-blinded study were 47 dentistry and 41 dental hygiene students (86.3% response) without interprofessional education (IPE) experience. Group productivity was used as indicator of group effort and equal communication as indication for interprofessional direction. The extended professional identity scale (EPIS) was used to measure interprofessional identity eight weeks prior to a mandatory IPE course. Based on EPIS levels, students were assigned to a low or high interprofessional identity group condition. Subsequently, 12 interprofessional teams (four to five members) were randomly composed per condition. Each group received eight problems (regarding roles, responsibilities and collaborative practice) for which they were expected to provide up to 10 solutions. Six trained psychologists rated the validity of solutions after which the percentage of solutions per group was calculated. Additionally, the psychologists rated interprofessional direction by observing team communication (asking questions, topic control, prosocial formulations, and speech frequency) during the second group meeting.
No interprofessional identity differences were found with regard to gender and profession. The mean difference between groups with low versus high interprofessional identity was 0.5 (M = 3.4; SD = 0.5 and M = 3.9, SD = 0.4, respectively), t = -5.880, p < 0.001. Groups with high identity generated more solutions compared to low identity groups (91.5% vs. 86.4%), t = -2938, p = 0.004. The correlation between individual interprofessional identity and group effort was significant, r = 0.22, p = 0.036. Groups with high identity showed more interprofessional direction, t = -2.160, p = 0.034.
Interprofessional identity has a positive effect on congruent interprofessional behaviours after 10 weeks. More research is required to understand interprofessional identity in relation to performance in education and work.
目前尚不清楚专业认同是否能够解释专业间行为。扩展的专业认同理论通过结合两种心理认同方法提供了线索。本研究的目的是探讨专业认同是否是与更广泛的群体认同相关的对专业间合作的内在动机的来源。
这项双盲研究的参与者是没有接受过跨专业教育（IPE）的 47 名牙科学生和 41 名牙科保健学生（86.3%的回复率）。群体生产力被用作群体努力的指标，平等沟通被用作专业方向的指示。专业认同扩展量表（EPIS）在强制性 IPE 课程前八周用于测量专业间认同。根据 EPIS 水平，学生被分配到低或高专业认同组条件。随后，每个条件随机组成 12 个跨专业团队（四到五名成员）。每个小组收到 8 个问题（关于角色、责任和合作实践），预计他们将提供多达 10 个解决方案。六名经过培训的心理学家对解决方案的有效性进行了评估，然后计算每个小组的解决方案百分比。此外，心理学家通过观察第二个小组会议期间的团队沟通（提问、主题控制、亲社会表达和讲话频率）来评估专业间方向。
在性别和职业方面，没有发现专业认同的差异。低专业认同组与高专业认同组之间的平均差异为 0.5（M=3.4；SD=0.5 和 M=3.9，SD=0.4），t=-5.880，p<0.001。高认同组比低认同组产生更多的解决方案（91.5%比 86.4%），t=-2938，p=0.004。个体专业认同与群体努力之间的相关性显著，r=0.22，p=0.036。高认同组表现出更多的专业间方向，t=-2.160，p=0.034。
经过 10 周后，专业认同对一致的专业间行为有积极影响。需要进一步研究以了解专业认同与教育和工作表现的关系。
