Blumenthal Sharron, Shanmugam Sivaramkumar, McDermott Jamie, Locke John, Fitzgerald Tamsin, Duncan Christopher, McAloney-Kocaman Kareena, Burns Lindsey
Department of Physiotherapy and Paramedicine, School of Health and Life Sciences, Glasgow Caledonian University, Glasgow, United Kingdom.
School of Health and Life Sciences, Glasgow Caledonian University, Glasgow, United Kingdom.
PLoS One. 2025 Jul 15;20(7):e0327640. doi: 10.1371/journal.pone.0327640. eCollection 2025.
Confidence can be defined as a strong belief, firm trust, or sure expectation in relation to achieving an outcome. The study aimed to examine change in confidence to collaborate in teams in undergraduate health and social care students undertaking a mandatory 6-week IPE module using the Team Observed Professional Encounter (TOSPE).
A pre-test post-test study was undertaken. Confidence was measured using the validated Interprofessional Education Academic Behavioural Confidence Scale. Independent t-tests and Analysis of Variance were used to establish differences between groups at the commencement of the study. To compare pre and post confidence scores paired t-tests were used for normally distributed data, and Wilcoxon signed rank test were undertaken for non-normally distributed data. Cohen's d and Pearson r were produced as measures of effect size. A mixed design Analysis of Variance was conducted to examine the influence of categorical variables on changes in confidence scores.
Data were included from 80 matched pairs. Pre-test self-perceived scores for Total Confidence and the subscales for Interprofessional Team Working, Interprofessional Communication and Behaviours Underpinning Collaboration increased significantly (p = < .001) post module completion. Changes in scores demonstrated large effect sizes for total confidence (d = .888), Interprofessional Team Working (d = .872), Interprofessional Communication (d = .945) and a medium effect size for Behaviours Underpinning Collaboration (r = .534). Time was found to be the only categorical variable that had a significant effect on confidence (p < 0.05).
Post-intervention student confidence increased significantly for total confidence and all subscales of the IPE ABC scale. When considering between subject effects only time was found to demonstrate significant results indicating an association between the IPE intervention and increased self-perceived confidence. However, it should be noted that other factors such as small subgroup sample size, social desirability response bias and potential overconfidence bias may impact the results observed, so caution in interpretation of the results considering these limitations are advised. This study adds to the body of literature that suggests IPE interventions impact positively on behaviours that underpin collaborative practice.
信心可被定义为对实现某种结果的强烈信念、坚定信任或确切期望。本研究旨在通过团队观察专业交流（TOSPE），考察参与为期6周必修跨专业教育模块的本科健康与社会护理专业学生在团队协作方面信心的变化。
开展了一项前后测研究。使用经过验证的跨专业教育学术行为信心量表来测量信心。在研究开始时，使用独立样本t检验和方差分析来确定组间差异。为比较前后信心得分，对于正态分布数据使用配对t检验，对于非正态分布数据进行威尔科克森符号秩检验。计算科恩d值和皮尔逊r值作为效应量的度量。进行混合设计方差分析以检验分类变量对信心得分变化的影响。
纳入了80对匹配数据。模块完成后，总体信心以及跨专业团队合作、跨专业沟通和协作行为基础等子量表的前测自我感知得分显著提高（p = <.001）。得分变化显示，总体信心（d =.888）、跨专业团队合作（d =.872）、跨专业沟通（d =.945）的效应量较大，协作行为基础的效应量为中等（r =.534）。发现时间是对信心有显著影响的唯一分类变量（p < 0.05）。
干预后，学生在总体信心和跨专业教育ABC量表的所有子量表上的信心显著提高。仅考虑组间效应时，发现只有时间显示出显著结果，表明跨专业教育干预与自我感知信心增加之间存在关联。然而，应注意其他因素，如小组样本量小、社会期望反应偏差和潜在的过度自信偏差可能会影响观察到的结果，因此建议在考虑这些局限性的情况下谨慎解释结果。本研究为表明跨专业教育干预对支持协作实践的行为有积极影响的文献增添了内容。
