What factors facilitate interprofessional collaboration outcomes in interprofessional education? A multi-level perspective

What factors facilitate interprofessional collaboration outcomes in interprofessional education? A multi-level perspective

• Ganotice, Fraide A. The University of Hong Kong
• Chan, Sarah So Ching The University of Hong Kong
• Chow, Amy Yin Man The University of Hong Kong
• Fan, Kelvin Kai Hin The University of Hong Kong
• Khoo, Ui Soon The University of Hong Kong
• King, Ronnel B. The University of Hong Kong
• Lam, May Pui San The University of Hong Kong
• Luk, Pauline The University of Hong Kong
• Ng, Alina Yee Man The University of Hong Kong
• Wang, Michael Ning The University of Hong Kong
• Yeung, Siu Sze The Education University of Hong Kong
• Tipoe, George L. The University of Hong Kong

Nurse Education Today, 114, 2022

Elsevier

2022

• Q Philosophy of Education, Educational System & School At Different Levels
  • QG Adult, Lifelong & Continuing Education
    • QGB Professional Continuing Education

Multi-level Analysis Interprofessional Education Social Interdependence Theory

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

Objectives: Interprofessional education (IPE) harnesses the power of teams to facilitate collaborative learning across disciplines. However, prior research has not paid sufficient attention to the role of team-level factors on IPE outcomes, posing a major theoretical and methodological limitation. In response to this, using social interdependence theory (SIT), this study aimed to delineate the independent contributions of both team-level and student-level interprofessional attitudes (teamwork, roles, and responsibilities; patient-centeredness; and community-centeredness) in predicting IPE collaboration outcomes (goal achievement, team effectiveness, and team performance) employing multi-level analysis.Methods: To test whether interprofessional attitudes at the team and student levels predict IPE collaboration outcomes, conducted multilevel modeling. We used the pretest and posttest data from 323 healthcare students in Hong Kong from Chinese medicine, medicine, nursing, pharmacy, and social work programmes enrolled in the IPE Cancer module.Results: Among the interprofessional attitudes, “teamwork, roles, and responsibilities” was found to be the best predictor of IPE outcomes, both at the student and team levels. Students who recognized the benefits of shared learning had better goal achievement and team effectiveness. Furthermore, teams that emphasized shared learning also had better overall team performance.Conclusions: Students' attitudes towards teamwork, roles, and responsibilities in interprofessional collaborative practice, both at the student and team levels, are important to attaining positive student- and team-level outcomes. The study contributes to the expansion of existing knowledge in medical education, theoretically, by adopting SIT as a lens through which collaborative learning in healthcare teams can be understood, and methodologically, by applying multi-level approaches and delineating important student- and team-level predictors of IPE outcomes. Copyright © 2022 Elsevier Ltd. All rights reserved.

• English

Journal Articles

• 02606917

• 10.1016/j.nedt.2022.105393

https://bibliography.lib.eduhk.hk/en/bibs/9a47add0

2022-09-06