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

Fraide A. GANOTICE JR, Sarah So Ching CHAN, Amy Yin Man CHOW, Kelvin Kai Hin FAN, Ui Soon KHOO, Ronnel B. KING, May Pui San LAM, Pauline LUK, Alina Yee Man NG, Michael Ning WANG, Siu Sze YEUNG, George L. TIPOE

Research output: Contribution to journalArticlespeer-review

Abstract

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.
Original languageEnglish
Article number105393
JournalNurse Education Today
Volume114
Early online dateMay 2022
DOIs
Publication statusPublished - Jul 2022

Citation

Ganotice, F. A., Jr., Chan, S. S. C., Chow, A. Y. M., Fan, K. K. H., Khoo, U. S., King, R. B., . . . Tipoe, G. L. (2022). What factors facilitate interprofessional collaboration outcomes in interprofessional education? A multi-level perspective. Nurse Education Today, 114. Retrieved from https://doi.org/10.1016/j.nedt.2022.105393

Keywords

  • Multi-level analysis
  • Interprofessional education
  • Social interdependence theory

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