Psychological Needs and Engagement in Interprofessional Education
Author Information
Author(s): Dizon John Ian Wilzon T., He Qing, Shen Xiaoai, Luk Pauline, Chong Doris Yin Kei, Chan Karen Man Kei, Chan Chad Wing Nga, Chan Sarah So Ching, Choy Jacky Chak Pui, Lam Chor Yin, Lee Diana Pui Ling, Manio Michael Magtoto, Ng Zoe Lai Han, Ng Terry Tin Wai, Orlu Mine, Sit Cecilia Tin Yan, Szeto Grace Pui Yuk, Yuen Jacqueline Kwan Yuk, Tipoe George L.
Primary Institution: The University of Hong Kong
Hypothesis
Students with profiles that exhibit high autonomy, high competence, and high relatedness will exhibit the best favorable attitudes toward interprofessional learning.
Conclusion
Health and social care students’ engagement and attitudes toward interprofessional education differed based on their basic psychological needs profiles.
Supporting Evidence
- Students with high basic psychological needs profiles had more positive attitudes about interprofessional education.
- Students with high basic psychological needs profiles were more behaviorally and emotionally engaged in IPE tasks.
- 41% of participants had high basic psychological needs profiles, while 59% had low profiles.
Takeaway
Students who feel more autonomous, competent, and connected are more engaged and have better attitudes in their interprofessional education classes.
Methodology
A person-centered approach using a two-step cluster analysis, multiple analysis of variance, and bootstrapped independent t-tests.
Potential Biases
Self-report measures may introduce response bias and social desirability bias.
Limitations
The study used a cross-sectional design and relied on self-report measures, which may introduce bias.
Participant Demographics
Participants were undergraduate and postgraduate health and social care students, predominantly female, with a mean age of 22.11 years.
Statistical Information
P-Value
p<0.001
Statistical Significance
p<0.001
Digital Object Identifier (DOI)
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